Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2201
Jakob Dringenberg
Div/Cat
Physical and Math / Junior
Title:
The use of statistics to predict success of soccer teams
Summary:
Pre Fair Report
Questions/Hypothesis:
The study I performed was to measure the relationship between predicted and actual rankings in
soccer using the Jamesian Pythagorean theorem. My hypothesis was that according to the
Jamesian Pythagorean theorem, top teams will overachieve and lower ranked teams will
underachieve in the total points that they accumulated last season. I also hypothesized that the
overall calculated achievements would be fairly accurate compared to the actual standings.
Design/Method:
To apply the Jamesian Pythagorean theorem, you must take the goals a team scores in a season
and give it an exponent of 1.3 (GF1.3). You must then take the goals the team conceded and give
it an exponent of 1.3 (GA1.3). You must then take the GF1.3 and divide it by the sum of GF1.3 +
GA1.3. You now have the Jamesian Pythagorean fraction. You must then multiply your fraction by
the total points possible that a team can get in a season. In a league with a standard twenty teams
the total points possible is 114. You will now have the number of predicted points a team should
have achieved in a season. You can now compare the number of points the team accumulated to
the number of points a team should have achieved according to the theorem. For my study, I used
the 2015-16 season rankings for the British Premier League.
Observations:
My data showed that according to the Jamesian Pythagorean theorem, most teams in the British
Premier League did not achieve to the predicted standards in the 2015-16 season. Overall the
Jamesian Pythagorean theorem showed that teams underachieved by an overall average of 5.25
points. Overall 90% of teams (18/20) underachieved and accumulated fewer points than the
theorem predicted, while 10% of teams (2/20) overachieved with more points than predicted. The
top ten teams underachieved on average by 5.1 points and the bottom ten by 5.4 points. This
suggests that the performance of top ranked teams may be easier to predict than that of lower
ranked teams.
Interpretations/Conclusions/Applications:
Overall my results show than on average most teams underachieved according to the theorem. My
results can be applied to the real world because they could give confidence to underachieving
teams because the theorem suggests that they are capable of doing better. Statisticians and
betters can use my results to predict how teams will do next season and which team will win the
league.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2202
David Parsons
Div/Cat
Physical and Math / Junior
Title:
Here Comes The Sun
Summary:
My project is about finding out the best roof angle that can collect the most solar energy through
out the year in Kingston, Ontario because fossil fuels will not last us forever. I’m doing this by
measuring the suns actions by measuring the sun on four different days: the solstices and the
equinoxes. The solstices are June 21st and December 21st and the equinoxes are march 20th and
September 22nd . I measured the amount of solar energy collected on the east and west side of
the roofs. I measure the solar collected every hour and I do this by using a light that mimics the
sun’s actions by changing the azimuth and elevation angle for every hour to where it’s suppose to
be.
I am using four different roof types / angles: Greek 15° ( 12.5° to 16° ) , Roman 30°( 24° to 34° )
, common 45°( about 48° ) , and gothic 60° (60°).
The materials that I used for this project are: wood , screws ,a light ,a protractor, a lazy Susan ,a
mini solar panel , and a multi meter.
1.
I measured the wood so I would know where I was cutting and I cut the wood into four
different angles for the roof angles ( Greek, Roman , common, and gothic ).
2.
I drew a big circle on a piece of wood and drew line for every ten degrees of the circle and
then cut it out with a jigsaw.
3.
On the circle I cut out another one and used the outer part of the circle for an arc over the
inner part of the circle.
4.
I drew out a square and cut it out and attached the circle to the top of the circle with the
lazy susan and screwed the arc to the base so it will go over the circle.
5.
On the computer I found the dates of the solstices and equinoxes ( march 20th , June 21st
, September 22nd , December 21st)
6.
For the four dates I found out all the hour of sunlight of those days and found the azimuth
and elevation angles of the sun for every hour of sunlight.
7.
I went into a dark room and clamped the light on the arc at the elevation angle that it is
suppose to be at, for December 20th at 8:38. Then I spun the round piece of wood to be at the
azimuth angle.
8.
On the circle I put one of the roof angles i.e 15 degrees
9.
I put the solar panel on the roof and measured the volts and amps for both the west and
east side of the roofs.
10.
Repeat steps 8 and 9 for the different roof angles.
11.
Repeat steps 7 to 10 for every hour of sunlight for December 20th
12.
Repeat steps 7 to 11 for the four days.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2203
Bucky Quanz
Div/Cat
Physical and Math / Junior
Title:
Shoot That Hoop
Summary:
I am going to test my theory, with student participants, that when shooting a basketball it will be
easier to shoot from chin height rather than chest height or over the head. I will have a group size
of three grade eight male students and three grade eight female students. In addition, I will also
have three grade seven male students and three grade seven female students. Each participant
will get three shots using a basketball and will shoot at chin height, chest height, and over the
head. The distance will be consistent for each shot by using the foul line. All participants will use
the same size six basketball ( 28.5 inch circumference). The basketball will maintain an air
pressure of 15 psi and will be tested and filled after each person.
The participants who will volunteer for this project will be chosen from the current school basketball
team. Level of experience playing on the school basketball team will be recorded ie, first year or
second year playing on the team. I may also ask students that are not on the team if they would
like to participate as well and use this group as a comparison in my results.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2204
Arman Azroy-Ariff
Div/Cat
Physical and Math / Junior
Title:
Bubbles For Energy
Summary:
Sonoluminescence is the process of converting sound into light by resonating liquids. It is not
completely known how this is accomplished, but the working theory is that the resonance forces the
bubbles to implode at supersonic speeds. The resulting implosion compresses gasses which emit
light. The compression of gas into light is an already exploited phenomenon, utilized in xenon
lamps (xenon gas is compressed for the light in this instance).
Currently, the sonoluminescent bubbles are unable to get more than several microns in diameter.
Anything bigger causes the process to fail. According to the working theory, this is because the
larger bubbles have minor deformations which disrupt the implosion. At the moment, very few
people have attempted to minimize or accommodate for such deformations.
At home, I'm setting up a sonoluminescence experiment, trying to expand the bubble to some
degree. If I could expand the bubble, I could theoretically use it to generate energy. If not, well
Thomas Edison once said "I have not failed. I've just found 10,000 ways that do not work." At the
time of writing this, the experiment part has mostly been done. I am working on finalizing
construction of the apparatus to attempt to generate a new form of electricity.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2205
Zach Comber
Div/Cat
Physical and Math / Junior
Title:
Gauss Rifle: Magnetic Propulsion Machine
Summary:
The Gauss Rifle (or Electromagnetic Cannon) was invented in 1904 by Kristian Birkeland, it is a
projectile accelerator that uses magnets to start a chain reaction and accelerate projectiles forward
at incredible speeds. While it is called a "rifle" it is not used as a firearm, everything from medical
surgery, electromagnetic aircraft catapults, and space missions that send supplies such as liquid
oxygen to a lunar base, can benefit from this technology. How it functions is quite basic: Several
Neodymium magnets are taped to the platform and small steel balls are placed in front of them.
Then, another small steel ball will be sent rolling down the platform and they will hit the magnets
and propel the balls forward to the next magnet until the final ball is launched off the end of the
platform. Most Gauss rifles are single stage, this means there is only one magnet.
We know that one magnet stage will fire the balls relatively slowly, but if we add more magnet
stages, how will it affect the velocity of the balls and the flight distance (How far it will travel), will it
increase or decrease? We are going to test this.
First of all we will need the following materials:
For the Gauss Rifle: Neodymium magnets; Wooden dowels; Nickel-plated steel balls
And for the experiment we will need: Wood Glue; Clear tape; Plastic box, approximately the size of
a shoe box; Sand, 2 cups; Tape measure (metric); Table ; Calculator; Lab notebook
First, we are going to take the two wooden dowels and line them up end to end, then we will use
tape to temporarily hold the two dowels together while we use the wood glue to glue it together.
This is the Rifle slide. Then, we will place the slide of our rifle glued side down on a table and put a
Neodymium magnet on the end of the slide facing the end of the table, then tape it down. Then put
two steel balls on the side of the magnet facing the end of the table and one on the other side. This
is called a single stage Gauss rifle.
We will test this by firing it into a box full of send and measure the distance traveled.
Now we've tested a single stage rifle, but now its time to test a multi stage rifle. A multi stage rifle
has more than one magnet, for this test we are going to be creating a rifle with 2 stages, 3 stages,
4 stages and 5 stages. Once again, as my hypothese states, I belive that they will all increse in
power with each stage added.
The purpose of this project is to see just how powerful we can make it, this knowledge will be
helpful in all areas, so Doctors don't shoot through someones arm or overshooting a target. This
knowledge will ultimately benift those applying Gauss rifles in real word applications.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2206
David Patterson
Div/Cat
Physical and Math / Junior
Title:
Why-Fi won't the Wi-Fi Work?
Summary:
My project is about what materials can block Wi-Fi signals. I chose my experiment because I have
found that in my house some rooms have better Wi-Fi signal strength then others. This is annoying
when I need to do homework.
Wi-Fi is a signal of radio waves that allow electronic devices to connect to the internet. The Wi-Fi
box does this by making a zone that will allow it to transmit radio waves in that zone. The
measurement units used is dBm that is a way of measuring Wi-Fi strength. dBm are measured in
negative numbers, so a number closer to zero is a higher signal strength.
For my procedure, I setup the Wi-Fi box on a table in front of another table six feet away with the
computer on it. I found an app called Wi-Fi analyzer and opened it. I had someone hold the
material in front of the router and measured the Wi-Fi strength. The distance between the computer
and the Wi-Fi router will stay the same. The Wi-Fi signal strength in dBm is the dependent variable.
The independent variable is the test material placed in front of the Wi-Fi router. The materials I
used in my experiment where a computer, a Wi-Fi box, a plank of wood, a metal sheet, bricks, a
tub of water, a human, an aluminum tray, a mirror, glass, some plastic and a piece of card board.
My control variable is when I measure the Wi-Fi strength with nothing in front of it (air). My
hypothesis is that I think that the wood will weaken the Wi-Fi signal the most, because it is the most
dense material.
My hypothesis was not supported because wood did not weaken the Wi-Fi signal the most. It
measured -18.33 dBm. My results showed that water weakened the Wi-Fi signal the most, at 27.67 dBm. In second place was metal at -26.33 dBm. I thought that water would not weaken the
Wi-Fi signal because it is a liquid. I thought that the radio waves would pass right through the water
because it is not a solid.
A source of error is that Wi-Fi is always fluctuating up and down, so I may have not gotten the most
accurate of results.
A real life significance is designing a public place where people are going to want to use Wi-Fi.
They would know to build the walls out of non-blocking materials. Also, the people gathered
together inside the building that are using the Wi-Fi can weaken the signal.
A future study would be to determine if weather could affect the Wi-Fi signal strength. I would want
to find out about that because I am just curious to find out what would happen
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2207
Max Kuchlein, Yiannis Nomikos
Div/Cat
Physical and Math / Junior
Title:
Is The Price Right? Comparing the playability of differently priced soccer
balls.
Summary:
Question: How does price affect playability of a soccer ball?
Hypothesis: The hypothesis is that the more expensive balls will have better playability.
Methods: We used six soccer balls: two cheap balls (Ch1 $7, Ch2 $30), two medium priced balls
(Md1 $60, Md2 $60) and two expensive balls (Ex1 $160, Ex2 $110). We tested the ball's playability
by putting them through disciplines as follows; juggling, straight shooting, ground passing, and
curved shooting.
In the juggling discipline we juggled each ball. We recording the results (number of juggles) for
each ball and calculated the average amount of juggles. Both users did 15 repetitions for each ball.
For each of the kicking disciplines, we did 20 repetitions for each ball. In the straight shooting
discipline, we put up a rectangular target 29 inches off the ground with the dimensions of 37 inches
horizontal and 30 inches vertical. We then shot at it from 30 feet away.
In the ground passing discipline we set up a large water bottle (on a gym floor) for us to hit 20 feet
away. In the curved shooting discipline we put up a target (same dimensions and distance from the
ground as the straight shooting). We then shot at the target from the far corner of a 16’x16’ square
on the left hand side of the target. We calculated the percentage of hits for each ball in the kicking
disciplines.
Observations/Results: In juggling, the data suggests that the more expensive balls had a higher
average of juggles than the less expensive balls for both users. In straight shooting, the data for
Max suggests the opposite, being that the cheaper balls’ percentage of hits was better than the
more expensive balls, while for Yiannis all the balls stayed around the 50% mark except for Ch1
and Ex2 which had very low hit percentages. In ground passing, the ball with the highest
percentage of hits for both users was Ch2 and the ball with the lowest percentage was a medium
or an expensive ball.
Finally, in curved shooting both users’ highest percentage ball was Ex2 and the lowest percentage
ball was either a medium or a cheap one.We ranked the balls by discipline and calculated the
overall ranking by user. The best ball for Yiannis was Ex1 and the worst ball was Ch1. The best
ball for Max was Md2 and the worst ball was Ex1.
Conclusions: Overall, there were few observable trends. Since both users’ best balls were medium
or expensive, there could be some correlation between price and playability. However, seeing as
Yiannis’ best ball (Ex1) was Max’s worst, we think overall that it is user dependent for playability of
soccer balls. If choosing a ball for yourself, the most important thing is to be able to test it and
choose the one that works best for you.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2208
Max Mundell
Div/Cat
Physical and Math / Junior
Title:
How does static electricity work?
Summary:
Question/ Hypothesis
I have been researching how static electricity will affect a balloon. I will be conducting an
experiment on static electricity For this experiment I will rub fully inflated non-helium balloons on a
variety of different surfaces to see if they stick or not. The surfaces that I will be testing are wood,
glass, metal, plastic, rubber, paper and cotton. I will record the information on my computer.
Method
I will also record what I think will happen before the experiment takes place and compare what I
think will happen and what actually happens to see how accurate I was. The materials that will be
used include but are not limited to wood; glass; plastic; metal; rubber; paper; cotton (or wool) and
hair. For each test I will rub the balloons on the materials (which will be mounted vertically) and use
a timer to record how long they stick. I will repeat the experiment for each of the materials that I will
be using, and I will be using a new balloon each time. I will use a different balloon for each material
so that the static from one balloon doesn't effect it when used again on another material.
Observations
Observations will be recorded upon completion of the experiment
Results
Results will recorded upon completion of the experiment.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2209
Alex Whitmarsh
Div/Cat
Physical and Math / Junior
Title:
Effects Of Extreme Temperature On Battery Life
Summary:
Pre Fair Report
hypothesis
My science fair project is going to investigate how different temperatures affect the life span of a
battery. I am going to experiment to see how putting a battery into a hot area, a freezer, and room
temperature room will affect the life span of a AA battery.
To show if my hypothesis was correct or incorrect I am going to put AA alkine battery’s in different
climates some of them are freezer, my room and behind the furnace. I will leave them in these
areas for four hours at a time. I will measures each battery twice. To measure the voltage i will use
a voltage tester. My hypothesis is that when it gets really hot the fluid in the battery might
evaporate or start do disintegrate. In cold temperature the battery fluid might freeze up or slow
down because when the temperature slows down the particles move slower and stop generating
power.
Procedure
Get three of the same clocks .
Get AA batteries.
Get a amperage tester .
Get a lamp that will produce heat.
Get a light bulb .
Set up the clock with the light beam directly on the battery.
Put one of the clocks in the freezer.
Put one of the clocks in your room.
Decide on a time .
Every night as close to that time as you can.
Create a spreadsheet on the computer or by hand.
Your spreadsheet should consist of a column for time, cold environment temperature ,cold
environment amperage, warm environment temperature ,warm environment amperage, medium
environment temperature and medium environment amperage.
Get your voltage tester and test the batteries every until they die.
After they die write a conclusion about what happened and caused them to die and the science
behind it.
Experiment
In my experiment i am going to see how long a AA alkaline battery will last in different climates
using a normal household clock. I will put one clock beside the furnace, one in my room, and one in
the freezer. every night at 9 o’clock i will check them to see if they have died yet. I will check there
voltage and they electoral current.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2210
Jack Mason
Div/Cat
Physical and Math / Junior
Title:
The Perfect Shot
Summary:
Question/Hypothesis
The purpose of my study was to determine how to shoot a perfect free throw shot. The question I
began with was what is most important to ‘swish’ a shot. Conditions I already believed were
important for the perfect shot were: Positive visualization (psychology); developing muscle memory
(nervous system); the launch angle of the ball (physics); and the amount of practicing good,
consistent technique (a combination of all of the above). I also conducted two experiments, one
about shooting form, and one about visualization. I predicted I would shoot significantly better
while using good form than with bad, I predicted a 30% differential. For my visualization
experiment, I didn’t think positive versus negative visualization would affect my shooting very
much, I predict only a 5% differential.
Method
I conducted 2 experiments, in which I shot 100 free throws each. (take a break after 50) For both
these experiments I used a standard size court, free throw line, and height of net. In my first
experiment, I shot 50 of them with good technique- proper stance, shooting hand behind ball,
knees bent, elbow in, ball balanced on fingertips, and transfer weight while shooting, etc. And for
the next 50, I used poor technique- elbows out, ball on palms, shooting hand and support hand on
either side of ball, and not following through on my shot. For both techniques I tried to keep this
consistent. For my second experiment I took 100 shots, using good technique. For 50 of them, I
visualized the ball flying from my hand and swishing in the net-Positive visualization. For the other
50, I visualized an air ball missing the net completely- negative visualization.
Observations
As I predicted, I scored far more free throw shots with good technique than with poor (70%- 46%).
What surprised me was that when I shot with poor technique, I gradually and unconsciously shifted
my angle of release. So, near the end of the set, I was shooting better than when I started, From
my visualization experiment, while I was shooting and visualizing success and, I found I was
shooting the same amount of shots in as when I was shooting while I was visualizing failure.
Conclusion
In conclusion, as I predicted in my hypothesis, there are 4 main elements of free throw shooting.
Positive visualization gave a 20% better-shot rate. I determined that free throw form affects the
outcome of the shot drastically. I shot 78% with good form, and only 48% with bad. Launch angle
of shot varies about 4 degrees between different players heights. For an average American male,
the ideal launch angle is 50 degrees and an American males’ is 52.2 degrees. Visualization did not
affect free throw shooting significantly, only 9%.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2211
Quaid Jeffery
Div/Cat
Physical and Math / Junior
Title:
The science behind brewing root beer
Summary:
I am going to be doing the science behind root beer and what you need to brew it and what
chemicals I'm going to brew it at science fair I will be bringing a lot of materials I will be bringing a
brewer my computer the charger for my computer and much more I'm not sure what else I could
put here I just need to . . .. . . . . .. . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.................................. ............. ............. ............. ....
.........
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2212
Edward Vander Wilp
Div/Cat
Physical and Math / Junior
Title:
Bake Me Some Bread As Fast As You Can
Summary:
This project is on bread and examined how the baking time should change when the loaf size
changes.
The equation for the surface area of a sphere isA=4ðr^2 meaning if you double the radius of a
circle, the area is multiplied by 4. The equation for the volume of a sphere is V=4/3 ðr^3, meaning
if the radius doubles, the volume multiplies by 8. The chart below shows how surface area and
volume change as the radius of a sphere changes.
If doubling the recipe multiplies the surface area by 4, but multiplies the volume by 8, how should
the baking time change?
For example, if there is a loaf that is 15 cm wide, 10 cm high, and 20 cm long, it would have a
volume of 3L. . Doubling each of these proportions to 30 cm wide, 20 cm high, and 40 cm long,
creates a loaf with a volume of 24L. Should the cook time double, or multiply by 8?
In order to compare different loaves of bread, a standard of “doneness” is required. To set this
standard, bake a standard loaf and measuring the colour, weight change during baking, and
density of the centre of the baked loaf. Colouris evaluated using a paint colour book from a local
hardware store. The weight change and density were measured and calculated.
The colour is used because a loaf that is too raw will be very pale compared to the standard loaf. A
loaf that is baked too long will be darker than the standard loaf.
Weight change is used, because moisture is expected to evaporate as the loaf bakes. Under
baked bread will be wetter (more moist) than the standard loaf and will therefore weigh more. Over
baked bread will have lost more moisture than the standard loaf (be too dry) and will therefore
weigh less.
The density of the centre of the loaf is used because bread is expected to expand while baking.
This is because the yeast used in bread making eats the sugar and releases carbon dioxide (and
alcohol). The carbon dioxide is a gas that makes bubbles inside the bread dough. These bubbles
expand when the bread dough is heated during baking and the bread dough becomes hard enough
to keep this shape when it bakes. Over or under baked bread is therefore expected to be more or
less dense than the standard loaf.
To see whether surface area or volume was the key variable, loaves of bread of different sizes for
the same time and of a standard size for different lengths of time.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2213
Emma Stork, Curtis Collinson
Div/Cat
Physical and Math / Junior
Title:
Comparing the amount of magnetism and the consistency in magnetic slime
Summary:
Question/Hypothesis
The question at the base of this experiment was, ‘How does changing the amount of a certain
component change the consistency and amount of magnetism of the overall product, which was
magnetic slime. We hypothesized that the first slime we made would have the best consistency
and the highest amount of magnetism. This was because when making the first slime we were
following the original recipe.
Design/method
The three components of the slime (cornstarch, glue, and iron oxide) were laid out on a table in the
science lab along with the other materials (measuring utensils, a bowl, gloves, face masks, and
magnets). We then put on our gloves and face masks. The face masks were used to keep any
fumes from the iron oxide from entering our lungs. To keep the fumes out of the school be also
worked by an open window for ventilation. Next we opened the cornstarch, iron oxide, and glue and
measured them out before pouring them into the bowl. We mixed it up and rated its consistency
from one to ten (one- powder, ten- liquid). After we rated the amount of magnetism from one to ten
(one- no magnetism, ten- a lot of magnetism). After rating the slime we started the next slime. We
did all the same things except we put double the cornstarch in it. The second slime had the right
consistency so with the third slime we did the same thing as the second one, including doubling the
cornstarch, but added twice as much iron oxide.
Observations
Twenty four hours later we checked on the slimes. The first and second slime was the same as the
day before but the last slime had developed a stickiness that was not there the day before.
Results
How we finalized our results was by rating the consistency and the amount of magnetism from one
to ten. This was because There was no other way we could think of that could make our results
number based. For consistency one was liquid and 10 was solid. For amount of magnetism one
was not magnetic and ten was extremely magnetic.
Slime:
Consistency:
Amount of magnetism
1
1
1
2
5
4
3
7
10
Interpretation/ conclusion/ application
In conclusion from this experiment we can come to the conclusion that changing the amount of the
components in the slime does change the outcome of the final product. We also learned that yes,
iron oxide is magnetic but when putting it in the slime you need to put lots in it to make the slime
magnetic. We also learned the effects of not following instruction correctly and how that can affect
the final product. These conclusions can become useful in the real world because it shows the
importance of following the procedure in a science lab or even doing things at home such as
cooking and baking and that not being accurate with measurements or changing the
measurements of certain components.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2214
Jolee Fu
Div/Cat
Physical and Math / Junior
Title:
Bioplastic Extravaganza: The Effects of Additives on Tensile Strength of
Bioplastic
Summary:
The purpose of this experiment is to investigate the effects of additives on tensile strength, a
mechanical property, of starch-based plastics, a type of bioplastics. The additives that will be
conducted are cooking oil, sugar, and glue. After manufacturing the bioplastic samples, there will
be a tensile test to quantify the tensile strength of each representation.
It is hypothesized that each bioplastic sample would produce a different tensile strength result
because of the physical and chemical properties of its assigned additive. First, cooking oil is good
for moisturizing due to the unit of glycerol, a hygroscopic molecule, in its chemical structure.
Hence, it would make the sample less brittle. For sugar, they absorb moisture, which would help
delay gelatinization in the process. Lastly, glue is a strong adhesive substance that would increase
the flexibility of the sample, therefore, making it high in tensile strength.
In a metal container (or a pan), add the following ingredients: 40 ml of distilled water, 6 g of
cornstarch, 2 g of an additive (cooking oil, sugar, or glue), and 4 ml of white vinegar. Place the
container on a heated hot plate (or a stovetop). Stir the mixture in the container continuously, until it
turns into a paste that is thick and transparent. (The total heat time is approximately 5-10 minutes.)
Turn off the heat, and remove the container from the hot plate. Pour the paste from the container
into a different container for drying. Put the container in a dry, safe place. (The total drying time is 5
or more days.) Observe and record the qualitative features of the bioplastic sample. When it is
completely dried, peel the bioplastic sample from the container without creating any rips or tears.
With an X-Acto knife, create a dog bone that is shaped evenly. Attach a small binder clip at each
end of the dog bone. Secure the hook of a spring scale to one of the binder clips, and hold the
other clip with your hand. Place the spring scale on a rod that is attached to a stand. Pull the handclutched binder clip very slowly until the sample breaks. Record the force from the spring scale,
and calculate the tensile strength. Repeat all of the steps for every sample. (There are three
samples in total: cooking oil, sugar, and glue.)
The experiment is currently in progress; the results and observations are pending.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2215
Luca Piomelli
Div/Cat
Physical and Math / Junior
Title:
Surface tension: A force to be reckoned with
Summary:
A hybrid Study/experiment by Luca Piomelli
What is surface tension? Surface tension is the inter-molecular interaction between molecules of a
liquid. In my study, I will show different interactions and small experiments using surface tension as
a constant and different materials to demonstrate concepts.
How does surface tension work? When water is still, for example in a glass, the molecules are not
just sitting there. They are constantly using their own forces to pull other molecules towards them,
as shown in the diagram below.
As you can see here, all the molecules are equally attracted to each other, meaning they are all
roughly still. Where does surface tension come into play? At the top of the glass of water, there are
no more molecules to pull. What happens then is the water develops very strong hydrogen bonds
at the surface of the water, which is the basis for my experiments.
How strong is the surface of water? One of the experiments I performed demonstrated how strong
the surface of water really is. As you know, a needle is made of metal, which is much more dense
than water. Theoretically, it should sink. But I proved otherwise.
Materials: Needle, water, cup; Procedure: Step one: Fill the cup with water; Step Two: Carefully
lower the needle into water; Step three: Observe needle floating on water
How does this happen? Surely a needle cannot float on water. However, the surface tension on top
of the water actually acts like a trampoline. When the pin “Sits” on it, the water almost bends down,
exactly like a trampoline would if you were to lie down on it. This only works on very still water,
because the tension is what allows the needle to “sit” on the water.
How does the pull of water affect a homemade boat?
For this experiment, I built a small boat out of styrofoam with a sponge on the end. I filled my sink
with water and allowed it to settle. Once the boat was placed into the water and completely still, I
dropped a few drops of laundry detergent onto the sponge. Once I did this, the boat started moving
forward. Why is this?
Well, I already knew that surface tension is a pulling force. When the laundry soap is added, the
surface tension near the back of the boat is taken away. The molecules near the front of the boat
then pull the boat forward, proving that surface tension is a pulling force powerful enough to pull a
small boat.
Conclusion: In conclusion of my short pre fair report, surface tension is a powerful and interesting
force that I have experimented on. I observed different effects of surface tension and documented
them.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2216
Elizabeth Lee
Div/Cat
Physical and Math / Junior
Title:
Untangling the Mystery
Summary:
Introduction: When a pair of earbud are jostled, they form intricate knots in seconds. According to a
study done by the University of California, knotting occurs more frequently in longer and more
flexible pieces of material. Longer material is less likely to form loops, and eventually knots, in itself
while rotating. This is because the less rigidity a material possesses, the less likely it is for the
material to maintain it's shape. Materials with larger diameters are often less likely to knot because
the string is stiffer. It is also claimed that tangling decreases when the material has fewer free ends.
Objective(s): To identify what variables contribute to tangling of earbuds, such as length, number of
free ends, stiffness, and speed of rotation.
Hypothesis: It is hypothesized that the variables listed above will have an effect on the tangling of
earbuds. It is also hypothesized that the more free ends on the string, the more frequently and
complex the knotting will be. It is hypothesized that increase in length, and RPMs will cause more
knots to occur. It is hypothesized that knotting will occur less frequently with stiffer material, and
that materials of larger diameters are more stiff.
Method: A device to simulate agitation through walk was constructed with a cheese grater and
plastic container to allow the materials to tumble. All experiments were done using Nylon string with
different variables according to experiment. They were tested for knotting by being tumbled in the
device at 60 RPMs for a minute. The speed of rotation experiment tested two other speeds (40 and
100 RPMs) in comparison. Using jewelry crimps, a Nylon string was fastened to have three free
ends similar to a pair of earbuds and was compared to an identical string with only two free ends.
Stiffness was tested by placing a weight on a hanging loop of the material observing the change in
position. Each material was coiled around a 6 cm piece of cardboard before being placed in the
device. Each experiment was done in ten fold to insure results were consistent.
Observations: It was also observed that the nylon strings that were stiffer had larger diameters, and
knotted less than those of smaller diameters. Nylon strings used in length experiments were more
likely to form knots in the longer material (100 cm) than shorter material (30 cm). It was also
observed that although complex knots occurred more frequently when device was rotated at 60
RPMs, both 40 and 100 RPMs had similar results, because when the device rotated more quickly,
the string wouldn't tumble. It was also observed that the string with three free ends knotted more
frequently than that with only two.
Conclusion:
1. Longer string are more likely to knot than shorter material.
2. Knotting occurs less frequently in stiffer material
3. Knotting occurs more frequently when rotated at a higher speed, to a certain extent.
4. Materials with larger diameters were stiffer than smaller diameters.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2217
Danny Thornhill, Liam Kuzmahunt
Div/Cat
Physical and Math / Junior
Title:
flex carving
Summary:
our project is a question of does the flex of a longboard effect the ability of carving and ease at
which it is done we hypothesize that the longboard with more flex will be more easy to carve with.
our procedure is to get a set amount of street to test on and with each longboard perform three
tests down the street through set chalk markers in a weaving form and record the data from each
go and how many faults of going over a marker on the road then average them out and put them
into charts. the materials that are necessary for our science fair project are two long boards one
long board must have a higher flex than the other long board we will also need anything that can
draw on pavement to mark down where we will turn u will need safety gear if felt necessary by a
parent or guardian or the people conducting the science fair experiment. we will also be showing
and displaying the long boards we used for our science fair project and people can see why and
how flexible long boards could be more easily used for caving and cruising purposes
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2218
Salma Elsebaie
Div/Cat
Physical and Math / Junior
Title:
Can We Separate a Mixture Based on the Materials' Different Properties?
Summary:
The purpose of my science fair project is to figure out a method to separate a mixture of three
different materials based on their different properties (e.g physical, chemical and density,
magnetism, etc.). In the experimental part of this project, three different materials, Iron Fillings,
Epsom salt and sand will be mixed randomly together before the separation process. As well as
separating the materials based on their different properties, I’ll also be observing during and after
the experiment which material/property was convenient or preferred to separate first, the Epsom
salt or the Iron Filings. Test 1 will be the separation of Iron Filings first followed by the Epsom salt
then the wet sand will be the residue. Test 2 is going to be the separation process of the salt first
then Iron Filings then followed by the wet sand that’s left in the beaker. The amount of material left
from either Test 1 or Test 2 will determine which one wasn’t the best material or property to start
with or if a problem happened while separating the ingredients. Since I used a magnetic property to
separate a component from the mixture, the Iron filings would be attracted to the magnets and
would be separated from the other materials. Salt would be soluble in water and then the residue
for both Test 1 and Test 2 would always be wet sand since it's insoluble. This separation method
could be used in the mining industry for economically extracting the valuable metals from their ores
such as silver, gold, Iron and etc. Also, this easy method can be used to recover any valuable
materials and save the environment from pollution during the recycling process.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2219
Ben Kanellos, Ethan MacDonald
Div/Cat
Physical and Math / Junior
Title:
How do stadiums and their variables affect hitting in baseball?
Summary:
Me and my partner did a study looking into how stadiums and their variables affect hitting in
baseball? And how these different stadiums can affect a players performance and/or stats. Every
MLB stadium has different wall lengths and stadium dimensions. We decided to look into this.The
official rules of Major League Baseball (MLB) do not specify the shape, height, or composition of
the "home-run" wall, or a specific mandatory distance from home plate (though Major League
Baseball mandates a minimum distance of 250 feet (76 m) and recommends a minimum distance
of 320 feet (98 m) at the foul poles and 400 feet (120 m) at center field). In our study we will look
into statistics of players when playing in various stadiums based on their shape, height, and
composition of their respective walls. Considering it is a professional sport where players are being
payed millions of dollars we find it very weird how many variables can be played into affect during
the simple game of baseball. For example a general manager could decide to recruit Home Run
hitters to his team if his team has a shallow wall (easier to hit HR's) or vice versa, the GM could go
after strong defensive players and base hitters if he has a deep wall in his team's stadium. Home
field advantage is usually accounted for as having the fans rooting for your team but in reality its
whether or not your team can adapt well to the dimensions of the stadium. Our findings were very
interesting and did not give us the results we expected, but rather results that when we thought
about it made a lot of sense based on the players we chose to focus on (HR hitters). Perhaps next
time we could have chosen to also include base hitters to see how they perform with the shallow
walls.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2220
Casey Gearin
Div/Cat
Physical and Math / Junior
Title:
Sensory deprivation
Summary:
For my Science fair project I will be looking at sensory deprivation chambers and the physical
requirements to make one. Since I don't have a Big enough bathtub or area where I can put a large
kiddie pool I will be making a mini model with an egg. I will be filling a medium sized Tupperware
with water then putting the egg in if the egg sinks l take it out and add salt then I ut the egg back in
and if it sinks again we rinse and repeat until it floats. After I do the experiment I will calculate how
much more mass I have compared to the egg then using the data collected from the experiment I
will find out how much salt would be required to make a sensory deprivation chamber for someone
of my size.
Some backstory on sensory deprivation, sensory deprivation is the removal of stimulus from one or
more senses. Some basic forms of this is when you would put on a blindfold or earmuffs. sensory
deprivation chamber is a much different to blindfolds and earmuffs in the way they cut off almost all
the senses it's a soundproof tag so you cannot hear most of them are pitch black so you cannot
see and all of them have you floating in water so you cannot touch anything.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2221
Brigid Green
Div/Cat
Physical and Math / Junior
Title:
What are the Odds?
Summary:
The purpose of my project is to learn about half lives and isotopes using pennies. My two questions
are how many flips will it take to make 100 pennies show up as heads? And why is this a good
representation of a half life? My hypothesis is based on theoretical probability so if approximately
half of the pennies and head side up every flip then it will take around 6-7 flips for all of the pennies
to turn to heads. Why I think that this is a good representation of a half life is because a half life is
the amount of time it takes for half a molecule to decay and that's what the pennies are
representing as after every flip half the pennies turn to heads or “decay”.
The only materials needed for this project are 100 pennies, a plastic bag and something to record
your results down on. Here are the steps:
Places the pennies in the bag and close the top.
Flip the pennies around in the bag and dump them out onto a flat surface.
Count and record how many of the pennies turned to heads and clear them away.
Place the remaining pennies in the plastic bag and repeat steps 2-3 until all the pennies have
turned to heads.
Remember to record how many flips it took to turn all the pennies to heads and repeat this
experiment multiple times.
After repeating this experiment 10 times I have found that 30% of the time it took 6 flips 30% took 7
and the other 40% took 8 flips. So my hypothesis was basically correct as I guessed it would take
about 6-7 flips, but why was the experiment a good representation of a half life? I think it’s a good
representation because of what I explained in my first paragraph. The pennies were my molecule
and with every flip half of the “molecule” “decays”. It shows how we use theoretical probability to
estimate how long or in this case how many flips it takes for the molecule to decay.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2222
Joshua Dove
Div/Cat
Physical and Math / Junior
Title:
Galactic Jello: A model of gravitational waves
Summary:
Albert Einstein hypothesized the presence of gravitational waves when he published the general
theory of relativity in 1915. On September 14, 2015, the Laser Interferometer Gravitational Wave
Observer (LIGO) was able to measure gravitational waves from what was calculated to be binary
black holes merging into one black hole. The purpose of this project was to demonstrate on a small
scale the waveforms produced from a binary collision from the moment of impact, to see if the
waveforms produced would vary with the energy of impact and be consistent and predictable. This
project looked at whether a model using gelatin, marbles, and a laser could be used as a simplistic
tool to demonstrate the waveforms created in space and then received by LIGO. The experiment
used 4 different sizes/weights of marble, 2 different sizes of gelatin mold, and 3 different heights of
drop to create the collisions with different impact energies. A comparison was made between
these impact energies and the changes in height of the waveforms visible on the target card.
Results indicated a possible linear relationship between the impact energy and the square of the
change in height (amplitude) of the waveform on the target card. However, the data collected
between the small pan of gelatin and the large pan of gelatin was not consistent, and the data
collected over the different dates of testing was not consistent. Therefore, these results could not
be proven to be directly related to the Einstein’s General Theory of Relativity. While the results
were not consistent over the days of testing, they did show that the experiment could be used as a
basic model to demonstrate how gravitational waves might travel through space.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2223
Lexi Sotiriadis
Div/Cat
Physical and Math / Junior
Title:
Skiing is (S)no(w) Small Matter
Summary:
QUESTION/ HYPOTHESIS
How does the temperature of the snow/ the wet or dryness of the ski affect the speed at which the
ski can run?
It is hypothesized that the coldest weather (-16°C), and dry snow will create the fastest conditions.
The slowest conditions will most likely be wet snow and the warmest weather (0°C), as the snow is
warmer/ “stickier” and will allow for more friction between the ski and the snow.
DESIGN/ METHOD
A start and finish line were drawn with food colouring in an isolated ski run, and the position of the
lines were recorded. A specific point on the starting line was marked with food colouring, and
extended backwards perpendicularly from the line. The ski was placed there on each trial. On 3
separate days of different temperatures (0°C, -8°C, -16°C), the ski was tested. Prior to testing, the
ski was waxed to ensure accurate results, and in an attempt to limit unwanted variables in the
experiment (example: the ski being unwaxed on one trial and waxed on another- waxed skis are
much faster). First, the (dry) ski was sent down the run and its times were recorded on all 5 trials.
After, this process was repeated, but the ski’s base was sprayed thoroughly with warm water, to
simulate wet snow conditions. The results of each experimental trial were recorded to determine
the fastest and slowest ski conditions.
OBSERVATIONS
At the end of each experiment, observations were made based on the trial results. Unlike the
hypothesized results, the fastest average time for the ski was in -8°C. However, part of this could
be a result of the terrain being slightly bumpy on the -16°C day. This would cause the ski to go off
course, and would not allow it to be slick and fast on the snow. For each of the trials, the wet ski
always displayed a slower average time. The average times were 14.148 and 15.658 sec (0°C),
11.406 and 14.75 sec (-8°C), and 18.015 sec and 0.00 sec (-16°C… the wet ski would not run). As
observed through the data collected in this experiment, there are many different factors that control
the speed of the ski.
INTERPRETATION/ CONCLUSION/ APPLICATION
In conclusion, it is clear that many different factors control the speed of the ski in relation to the
snow. None of the experimental days had exactly the same variables; one was bumpy, others were
smooth. However, based on the results displayed from the experiment, it can be concluded that a
smooth, fairly hard and icy run, dry ski, and approximately -8°C makes for the fastest ski
conditions. The slowest conditions would be a wet ski in -16°C, on a bumpy run. The water would
freeze quickly, and become very sticky to the snow. This experiment can be very useful to skiers, in
order to help judge the speed of the snow conditions on any given day.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2224
James Roberts, Jean-Paul Masotti
Div/Cat
Physical and Math / Junior
Title:
Unattractive Magnets
Summary:
Question - Would different same sized magnets with different strengths move down the same
amount with the same amount of weight on both when there are being repulsed
Hypothesis we think they will go down the same amount because we think they will start at different
heights and that is the peak of the magnetized so that means they are under the same force when
at the peak and will go down the same amount when at the peak of the repulsion even though they
are at different
Materials - The materials we used were 3 magnets that were 2 cm in diameter , plastic tube little
bigger in diameter than the magnets, 6 by 12 cm paper, construction paper, non magnetic objects,
glue, scissors, pencil, something that weighs 15 grams, scale and staples.
Procedure lay out the 3 magnets. ; Don't break the staples and tape 4 in a line width wise; if the magnets
can hold them break apart some of the other staple pieces and put them on the sides of the original
staples. ; keep adding weight until the magnet cannot hold any more. ; weigh the amount that
the magnet can hold and record it down.; take the base magnet and match it up with the weaker
magnet so it is repulsing. ; tape the base magnet to the bottom of the tube. ; roll up the 6 by 12
cm paper around a pencil and tape it tight.
tape the rolled up paper to the smaller magnet. ; cut a piece of construction paper that is 2 cm in
diameter circle with a .5 cm hole in the middle and put this in the middle of the rolled paper.; cut a
1.5 cm in diameter circle out of the construction paper and tape it to the top of the rolled up paper.
put the item/object that weighs 15 grams on the top of the rolled paper and see how far it goes
down. record the results.; repeat 11/12 but switch the weaker magnet with the stronger magnet
Observations - both of the magnets peaked at the same height and went down by the same height
. When we measured the first magnets, (the weaker) the top magnet went down by .5 of a cm when
weight was applied. When we measured the second magnets, (the stronger) we found out that the
peak of the magnets were the same as the weaker ones, when we put the weight on that stronger
magnets they went down the same amount as the weaker ones.
Conclusion - we think the strength of the magnet is based on its surface area. We think this
because the results did not change when we switched the weaker magnet with the stronger one.
an example of this is when we were testing the strength of the magnet, we found out that to get the
max amount of weight the magnet held more when it was on its larger flat side than the smaller
rounded side.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2225
Alex Kulenkamp
Div/Cat
Physical and Math / Junior
Title:
Hot Enough To Cook An Egg
Summary:
HYPOTHESIS
This experiment was to see if a solar oven could actually cook foods that we cook in everyday life
and it was to see if the number of panels used could affect the speed of cooking the food inside.
My hypothesis was that the oven with more panels will cook the food faster and that the ovens will
be able to cook food but it will take longer than usual.
DESIGN / METHOD
The first thing that I did was build the two ovens. I got two cardboard boxes the same size and then
2 boxes a bit smaller than the first two. The design for the two ovens are the same except for the
number of panels. Each oven had one bigger box with one smaller box inside. The inside of the
boxes were covered with tinfoil. To separate the small box inside of the big box, I glued a duct tape
roll. Next, I taped the two boxes together. The air trapped inside the space between the boxes acts
as the insulation. Then I made lids with one panel and a window with plastic covering it to trap the
heat inside. On the bottom of the inside box, the tinfoil is painted black because black absorbs
heat. To make the extra panels, I cut out squares of cardboard and covered them with tinfoil. On
days when I tested the ovens, I set them side by side on chairs with bricks under 2 of the legs to tilt
the ovens toward the sun. I would put the food in the ovens then angle the panels the best I could
towards the sun. I would record the start time and temperatures then check it every 10 minutes and
recorded my observations.
OBSERVATIONS
While observing my ovens, I noticed that the oven with more panels reached higher temperatures.
The oven with more panels reached around 82.22 degrees celsius! Cooking food like nachos or
s'mores didn’t take as long as baking cookies. The cookies took 2 and a half hours. I actually
almost over baked my cookies! But the first time I tried my oven, there was condensation from the
moisture in the food that fogged up my window. This was a problem because the sunlight wouldn’t
come in anymore and I couldn’t read the thermometers. To fix that problem, I put my food inside
ziplock bags. My observations have shown that my hypothesis was correct.
CONCLUSIONS
The result of the testing is that the solar ovens can cook food that we cook in everyday life but it
will just take longer than it usually does, and that the solar oven with more panels will reach higher
temperatures. People use solar ovens all around the world especially in countries that don’t have a
lot of electricity and near the equator. Also these results show that you can cook food without
electricity or gas, and could help people make their own solar ovens.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2226
Joachim Blohm, Gabriel Gillis
Div/Cat
Physical and Math / Junior
Title:
Electromagnets Project
Summary:
The project we are going to present, will to be testing electromagnets with three different designs
(different sizes and compositions). These magnets will be built at school using iron bolts, copper
wires, electrical tape and various types of batteries. We will wrap the copper wire around the iron
bolts, which will act as the magnet's core. The electrical tape will be used to make sure that the
copper wire is properly secured and the batteries will be our power source. The batteries that we
will be using will be AAA, AA, C, D and 9 volts. We will connect the electromagnets one by one to
the different batteries. We will be hoping to see how the batteries voltage and the design of the
magnets will change the performance of the electromagnets. The objects that we will lift will be
objects from our everyday lives, which contain metals and will be attracted by magnetic forces.
These objects will be as light as staples and as heavy as a pair of scissors and small hammers. We
will also be presenting a stand in order to explain how the design of the electromagnets as well as
the batteries voltage will have affected their performance.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2227
Nicholas Roumanis
Div/Cat
Physical and Math / Junior
Title:
Brûler L'énergie Alimentaire
Summary:
Le but de mon projet est de trouver la quantité d’énergie trouver dans la nourriture qu’on mange.
Ce que je vais faire dans ce projet est de brûler certains aliments différents et de capturer la
chaleur dégagée dans un calorimètre maison. La différence de température de l’eau entre le début
du projet et à la fin m'aidera à déterminer la quantité d'énergie chimique (Calories) conservée dans
chaque aliment. Pour faire ce projet, j’aurai besoin, un thermomètre de mercure, deux canettes
vides de grandeur différente, une balance électrique et des aliments avec une quantitée très
élevée en Calories. Le calorimètre serait construit à partir de deux canettes, une canette plus
grande que l'autre, afin qu'ils puissent nicher l'un dans l'autre. Je verserai l’eau dans la petite
canette et je vais brûler les aliments par dessous dans la grande canette afin de réchauffer l’eau.
Je suis très intéressé de pouvoir trouver combien de Calories chaque aliment contient et ça serait
un projet très intéressant et amusant. Je prédis que mes résultats pour les Calories seraient plus
basse que les Calories inscrit sur les étiquettes des produits, puisque je ne suis pas capable
d’assurer que l’eau qui se fait chauffé garde sa chaleur.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca
Prefair Report
2228
Jacob McLellan
Div/Cat
Physical and Math / Junior
Title:
Sports Drink Mythology
Summary:
Question / Hypothesis
Which drinks contain the most electrolytes? Concentrated orange juice, non-concentrated orange
juice, Powerade, Gatorade, or Biosteel? I think the sports drinks will contain more electrolytes than
the orange juices because the reason sports drinks are sold and advertised is to replenish the
electrolytes during strenuous activities such as hockey or basketball. The only thing is which of the
sports drinks will contain the most electrolytes. I’m guessing that the Gatorade will win the
electrolyte count because it has more sodium per mL in the bottle we bought.
Design / Method: This is the procedure / method.
1. Wind one end of each piece of wire to one end of the piece of the plastic insulator, ensuring that
the wires do not touch each other.
2. Bend the free end of each wire so that the assembly can be hung over the side of the containers
so that the plastic portion will be submerged in the liquid
3. Label each container with the liquid it will contain.
4. Pour approximately 250 milliliters of each liquid to be tested into the container with the
matching label.
5. Make a list on a notepad with four columns identifying each liquid and three columns for the
amount of electrical current (conductance) measured.
6. For each liquid:
a) rinse the plastic and wires assembly in the distilled water and dry it thoroughly.
b) submerge the plastic and the wound portion of the wires in the liquid.
c) make an electrical circuit (loop) so that electricity can flow from the battery through the
liquid then through the ammeter, then back to the battery.
d) in the table in the notepad, record the amount of current flowing indicated by the ammeter three
times over about a minute.
7. Calculate the average of the three measurements for each liquid.
8. Rank each liquid according to how much electrical current the liquid conducted.
All aspects of the experiment are fully documented to include experimental procedure so that the
experiment repeatable. Observations will be recorded when they are observed; they won’t be
waited on until the end to jot them down. Multiple (3) observations will be made per drink to avoid
accidental or incorrect readings / transcription errors. Known and validated / proven method for
measurements we are making. An average of the multiple readings will be the value used for the
comparisons against other samples. Any unexpected observations made during procedure will be
noted accurately. I will inspect drinks to verify no settlement in the bottom of the containers e.g.
Biosteel freshly stirred as the powder is put into the container. I will asses the label for ranking and
also be my observations if they align with label claim.
Observations; currently haven’t finished my experiment so my observations are unavailable at this
time.
INTERPRETATION / CONCLUSIONS / APPLICATIONS: Again experiment is not finished so
interpretation, conclusions, and my applications are unavailable.
Frontenac, Lennox & Addington
Science Fair
Expo-sciences de Frontenac, Lennox & Addington
www.flasf.on.ca