Student Project Summaries
2009 Sonoma County
Science Fair
February 11, 2009
5340 Skylane Boulevard
Santa Rosa, CA 95403
Student Project Summaries
Table of Contents
Project Area
Page
Agricultural Sciences............................................................................................. 1
Behavioral Sciences............................................................................................... 3
Biology................................................................................................................. 15
Chemistry............................................................................................................. 40
Cognitive Science (Junior Division).................................................................... 46
Earth and Planetary Sciences............................................................................... 47
Electronics and Electromagnets........................................................................... 48
Environmental Science (Junior Division)............................................................ 54
General Sciences.................................................................................................. 58
Physics & Astronomy.......................................................................................... 66
Product Science (Junior Division)....................................................................... 69
Projects are sorted by project category, then by project ID.
Projects contained in this booklet were not altered, and appear as submitted
by the student.
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Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Kaitlyn Boldt
2.
AGRI 130
School: St. Francis Solano School
Teacher: Mr. Lou Morton
Category: Agricultural Sciences
Grade Level: 7
Project Title
KEEP IT FRESH
Objective/Goals
For my science project, I chose to see what keeps a banana fresh for three days. I chose this because I
really like bananas and I never seem to finish it all.
Hypothesis
My hypothesis was that the Foodsaver sealer would work best because air would be removed. Then I
thought that the Ziploc bag would come in second because it keeps the air in and doesn’t let any air out.
Methods/Materials
My materials were very simple. I used two bananas, fold-and-close sandwich bag, wax paper, food saver
sealer with the plastic wrap, aluminum foil, Ziploc bag, clear plastic wrap, and a camera to take pictures.
The method I used was to take the bananas out of their containers and take pictures to see their progress
every day for three days.
Results
My conclusion was that the food saver worked. It sucked in all the air from the plastic piece of food
saver paper. Then it turned out that the Ziploc bag came in second, then the clear plastic wrap,
aluminum foil, sandwich bag and last the wax paper.
Conclusions/Discussion
My conclusion was that my hypothesis came true. I said that the Foodsaver would work the best and that
the Ziploc bag would come in second place. So the next time you want to keep something fresh, either
use a Foodsaver sealer if you have one at home or remove as much air as you can before closing a
Ziploc bag.
Summary Statement
For my science project, I decided to see what could keep a banana fresh for three days.
Help you received
I looked to my mother and father for advice. My mother said that said that the food saver sealer would
work because she uses it a lot. My father said that the Foodsaver sealer would work. He also said that
scientists believe that a paper bag would be the best choice. (I will save that for another experiment.)
Place
Additional Awards
Second / Red Ribbon
Northern California Chapter of the American Vacuum Society Science and
Technology Award: 3rd Place, $25.00
1
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Natalie Avellar
2.
AGRI 131
School: St. Francis Solano School
Teacher: Mr. Lou Morton
Category: Agricultural Sciences
Grade Level: 7
Project Title
GO BANANAS !
Objective/Goals
Which environmental factors aid in the ripening process of bananas?
Hypothesis
Moderate temperatures, natural light, and good airflow, aid in the ripening process of bananas.
Therefore, the control in this experiment should ripen fastest.
Methods/Materials
Four unripe banana bunches were placed in different controlled environments. The first bunch was
placed on the counter (control). The second bunch was placed in the refrigerator. The third bunch was
placed in a brown paper bag. The fourth bunch of bananas was placed in a plastic zip-lock bag. I
photographed and recorded the color changes in the bananas' outer appearance.
Results
My results indicated that the control in my experiment ripened the fastest and the bananas in the
refrigerator ripened the slowest. The bananas with no light were a little bit less ripe than the control, had
a good flavor, and good consistency, while the bananas with no air, were under ripe, had a bad flavor,
and bad consistency. This experiment was conducted twice and there was no significant statistical
difference between the results.
Conclusions/Discussion
My hypothesis was correct; moderate temperatures, good airflow, and natural light, aid in the ripening
process of bananas.
Summary Statement
Moderate temperatures, natural light, and good airflow are all environmental factors that influence the
ripening process of bananas.
Help you received
My dad helped guide me through my Science Fair Project, and proofread my report.
Place
Additional Awards
First / Blue Ribbon
Northern California Chapter of the American Vacuum Society Science and
Technology Award: 1st Place, $100.00
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Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Alexandra Miller
2.
BESC 140
School: Monte Rio School
Teacher: Mrs. Barnard
Category: Behavioral Sciences
Grade Level: 6
Project Title
PLANT TRANSPORT
SYSTEM
Objective/Goals
How plants move water and minerals up their stems.
Hypothesis
Methods/Materials
Results
Conclusions/Discussion
Summary Statement
Help you received
Place
Additional Awards
3
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Gioia Farnocchia
2.
BESC 141
School: Guerneville School
Teacher: Kari Johnson
Category: Behavioral Sciences
Grade Level: 7
Project Title
AROMATHERAPY
Objective/Goals
My goal was to find out if aromatherapy can be affected by the time of day.
Hypothesis
If I test people of all ages at different times of the day (morning, noon, night) then I can see if the claims
for aromatherapy are true.
Methods/Materials
Put the essential oils in boxes and have people smell them at different times of the day (morning, noon,
and night). Record whether or not each person could smell the scent on the results table.
Results
Conclusions/Discussion
My hypothesis was proven wrong. People got the scents wrong at all times of the day. I think the
essential oils were not strong enough. Next time I would spend more money and buy stronger scents. I
would also test first thing in the morning to see if sense of smell is strongest in the morning.
Summary Statement
To see if aromatherapy could be smelled at certain times of the day.
Help you received
My Dad checked my typing and my Mom helped me with my procedures and my conclusion.
Place
Additional Awards
Second / Red Ribbon
4
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Yucheng Li
2.
BESC 142
School: Rincon Valley Middle School
Teacher: Leslie Morrison
Category: Behavioral Sciences
Grade Level: 8
Project Title
WHICH COLOR OF STOP
SIGN ATTRACTS DRIVERS ' EYES THE FASTEST
Objective/Goals
I am trying to determine the time it takes for people to respond to stop signs with different color.
Hypothesis
If there are stop signs with different colors at the same distance away from a driver, the purple sign will
be noticed first.
Methods/Materials
Make films with different stop sign colors on the road on computer. Compare the time it takes for
volunteers to see the sign.
Results
It took volunteers the least average time(3.17 seconds) to see the blue sign.
Conclusions/Discussion
My results did not meet my objective or hypothesis. Volunteers knew where the sign was after the few
first tests, so the result wasn't reliable. It would be better to have more volunteers.My hypothesis was
neither supported nor proven wrong.
Summary Statement
Finding the color of stop sign that attracts drivers's eyes the fastest.
Help you received
Volunteers helped testing, Mrs. Morrison helped proof-read my summary.
Place
Additional Awards
Second / Red Ribbon
5
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Kyle Hossli
2.
BESC 143
School: Maria Carrillo High School
Teacher: Teri O'Donnell
Category: Behavioral Sciences
Grade Level: 9
Project Title
WHAT 'S THE PATTERN ?
Objective/Goals
Are young females, older females, young males, or older males better at finding patterns and solving
problems?
Hypothesis
If the participant being tested is an older woman, she will be better at finding patterns because her brain
will have developed more than a younger woman's and she will think more clearly than an older man.
Methods/Materials
80 index cards, Red, blue, green, yellow, and black Sharpies or colored pencils, Shape stencil with a
circle, square, triangle, pentagon, hexagon, octagon, rectangle, etc. Access to internet pictures, Scissors
and glue, SFBASF forms, People to test. (at least 40 if possible)
Results
Women always tended to do better on test 2 which was a visual test, and men tended to do better on test
1, which required abstract thinking. Age did not seem to have an effect on how fast a person could find a
pattern, other than that younger people did the best on test 2 and middle-aged people did the best on test
1.
Conclusions/Discussion
My hypothesis was that older women would find the patterns the quickest. Actually the older women’s
age group never did the best in any of the tests. In the second test, women did better overall than men in
every age group, but older women did the worst on the first test. Men always tended to find the pattern
of the first test quicker that the women. My hypothesis was probably off because I based too much of it
on prior knowledge and opinions and not actual knowledge from research.
Summary Statement
My project is to see whether older or younger, males or females are better at solving problems and
finding pattern through a visual test and a more abstract test.
Help you received
My mom proof-read my summary and helped attatch information to the presentation board. Mrs.
O'Donnell helped set up the initial project plan.
Place
Additional Awards
First / Blue Ribbon
6
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Michelle Shao
2.
BESC 144
School: Maria Carrillo High School
Teacher: Amy Breninger
Category: Behavioral Sciences
Grade Level: 9
Project Title
THE CONNECTIONS BETWEEN HANDWRITING
AND PERSONALITY
Objective/Goals
The purpose of this experiment was to understand how a person’s mental characteristics are reflected in
their handwriting. In other words, I was trying to determine if there are connections between the
characteristics of an individual’s handwriting and their mental characteristics (personality).
Hypothesis
There are connections between handwriting and personalities. In all cases, at least one characteristic of
an individual’s personality is reflected in their handwriting.
Methods/Materials
The materials I used were: 20 sheets of lined paper, black pen, blue pen, composition book, computer
with internet access, 10 males and 10 females ages 13-18, and one “control” paragraph for the test
subjects to write. I collected the subjects’ writing samples, their personality test scores, and then wrote
out descriptions of their handwriting such as size and slant. Then I compared the handwriting description
to their personality descriptions and noted any connections.
Results
For each person, there were at least five connections between handwriting and personality. Therefore,
my hypothesis was supported by the data and analyses. In many papers, similar connections were made
between certain personality traits and certain aspects of writing. As a result, many conclusions can be
made about the personality traits that correspond to writing traits. For example, those with clear and neat
handwriting tend to be well-organized and orderly.
Conclusions/Discussion
My results enabled me to meet my objective. My hypothesis was supported by my data, as I found at
least five connections between handwriting and personality for every test subject when I hypothesized
that I would find at least one connection. There were minimal sources of error that could have occurred
while the test subjects were taking their personality tests.
Summary Statement
Handwriting is one of the most important keys to communication, and so my project is about whether or
not there are connections between handwriting and personality, which is a key part of human beings.
Help you received
Ms. Breninger read the rough draft of this project and offered me her advice and suggestions.
Place
Additional Awards
First / Blue Ribbon
7
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Alex Shenton
2.
BESC 145
School: Maria Carrillo High School
Teacher: Teri O'Donnell
Category: Behavioral Sciences
Grade Level: 9
Project Title
BRAND NAME OR TASTE ?
Objective/Goals
Do people, particularly teens, judge food on image, brand name and associated price with that name, or
do they judge it on how it actually tastes?
Hypothesis
The students will like the food that is labeled as a premium brand name as opposed to the ones that are
labeled as generic brands.
Methods/Materials
For my water test I used Fiji water, Kirklands Drinking water, and Larkfield tap water. For my ice cream
test I used Ben n Jerry’s, Dryers, and Safeway brand ice cream. I also used dixie cups, spoons, paper
boats, pens, rating sheets, and picture labels for each brand name. For each freshman advocacy class that
was tested I did 3 tests; a traditional blind taste test, a test with the items labeled correctly, and finally a
test with the items labeled incorrectly. I also did a survey.
Results
When I tested ice cream, for each test the teenage students gave relatively the same results. However,
when I tested the water whatever was labeled as the premium brand was most preferred. Both surveys
showed that the premium brands were preferred by most of tested freshman. This answers my objective
in that they will judge some “food” by brand name.
Conclusions/Discussion
My results did enable me to meet my objective. I found that when there is a recognizable difference
between the brands then the students chose by taste preference. However, if there is no recognizable
difference between products the students will choose the product labeled as the premium brand.
Summary Statement
Do teenagers judge food and beverages by brand name or taste?
Help you received
I had to get the teachers’ permission to use their rooms;my parents helped me label some of the
containers, my mom helped me with Excel and proofreading the report, my dad coached me on my
presentation; my science teacher Teri O’Donnell set out specific deadlines like a rough draft for my
project that kept me on task.
Place
Additional Awards
First / Blue Ribbon
8
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Kenny Kasper
2.
BESC 146
School: Maria Carrillo High School
Teacher: Teri O'Donnell
Category: Behavioral Sciences
Grade Level: 10
Project Title
VISUALIZING FREETHROWS
Objective/Goals
To compare visualization techniques to physical practice in free throw shooting in order to examine the
control the pyschological connection between the mental processing and physical action.
Hypothesis
Physically practicing will increase free throw shooting percentages by 20%. The three visualizing
methods(visualizing yourself shooting, someone else shooting, and the action of shooting) will improve
5%, 12%, and 15% respectively.
Methods/Materials
My materials included 10 boys aged 13 to 16 who have not played competitive basketball in the past
year, a men's sized basketball, a standard basketball hoop with a rim at the height of 10 feet, a free throw
line at 15 feet from the rim, and an area where subjects could perform visualization.
Results
The group physically practicing showed a general trend of improvement. The subject visualizing himself
making free throws did not demonstrate any dramatic change in performance. The group visualizing
someone else making freethrows had one subject drastically improve while the other had his
performance suffer. The group visualizing themselves performing the action of shooting a free throw
initially improved before slowing down considerably. The control group showed no real change, except
for a expected decrease in performance.
Conclusions/Discussion
A synthesis of the data would say that physical practicing is more effective in the long run, but
visualization can be effective to some degree depending on a shooter’s ability to focus. The mental
connection to the physical is dependent on the shooter’s determination to tap into this connection to
some degree, so the trends of improvement were not as clear cut as my hypothesis implied. However,
the expected improvements were there for the most part.
Summary Statement
This project was designed to explore the effectiveness of utilizing visualization as a method of
improving free throw shooting in comparison to physically practicing free throws with the hopes that the
data would reveal insight into the connection between mental processing and physical action.
Help you received
None.
Place
Additional Awards
First / Blue Ribbon
9
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Maria Ptucha
2.
BESC 147
School: Maria Carrillo High School
Teacher: Amy Breninger
Category: Behavioral Sciences
Grade Level: 10
Project Title
EARLY READING
Objective/Goals
The purpose of my study was to determine the impact of early childhood reading on the later success of
high school students. By asking a series of questions, I attempted to make a correlation between the role
of early reading and success (or failure) in high school as determined by the surveyed students Grade
Point Averages.
Hypothesis
If children are read to by their parents/guardians as a young child, they will be significantly more
successful as a high school student compared to high school students who were not read to at an early
age.
Methods/Materials
I surveyed 100 high school students at Maria Carrillo High School. I created a survey and along with
that and a pen or pencil had students fill out the survey. I attempted to diversify the grade levels and
genders of the students surveyed in order to have more accurate data.
Results
I predicted that high school students who were read to as a young child would be more successful in
high school than those who were not read to. This proved to be accurate as the students who were read
to at a young age collectively had higher GPAs. 72 percent of the Honors/AP students surveyed were
read to as a young child, however those who were not read to and were in Honors classes maintained a
higher GPA than their classmates. Students who were not read to as a child were 21 percent more likely
to use SparkNotes. “Read to” students were also 20 percent more likely to read for fun.
Conclusions/Discussion
My hypothesis was supported by my results. However, a parent's decision not to read to their child did
not have necessarily catastrophic consequences. The one major flaw in my project was my decision to
seek out students who were not read to as a child thus my survey is not truly reflective of the ratio of
students who were or were not read to as a child at Maria Carrillo High School. Ultimately I found that
early reading is beneficial to the later success of high school students.
Summary Statement
Early reading has always been hailed as an excellent way to put children ahead of the curve, and to
verify this widely accepted belief, I developed a survey that targeted age, gender, GPA, early reading,
the use of SparkNotes, and student enrollment in Honors/Advanced Placement courses to determine the
impact or lack of impact that early reading ultimately had on a students success in high school.
Help you received
My mother proof-read my project. I also consulted her on what graph-type I should use to make the
results as comprehensible as possible.
Place
Additional Awards
First / Blue Ribbon
10
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Hayly Peacock
2.
BESC 148
School: Technology High School
Teacher: Dr. Immel
Category: Behavioral Sciences
Grade Level: 10
Project Title
CAN PHYSICAL WARMTH ON
THE
HANDS PROMOTE PSYCHOLOGICAL WARMTH TOWARDS OTHERS
Objective/Goals
Can Physical Warmth on the Hands Promote Psychological Warmth Towards Others
Hypothesis
If your hands are affected by warmth, then you have a “warmer” disposition towards others.
Methods/Materials
Hands of a subject will be warmed or cooled and they will give 2 personality traits they could see the
man discribed having.
Results
Cold Hands: 50% gave positive; 20% gave negative; and 30% gave in-between
Warm Hands: 30% gave positive; 40% gave negative; and 30% gave in-between
Conclusions/Discussion
These results did not support my hypothesis, nor enable me to meet my objective. My source of error
was the simple fact that I didn't get enough subjects to draw any real conclushions.
Summary Statement
This project tested how physical warmth could effect physiological warmth.
Help you received
Idea promted by a study performed at Yale
Place
Additional Awards
Third / White Ribbon
11
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Lillian St. Clair
2.
BESC 149
School: Technology High School
Teacher: Dr. Immel
Category: Behavioral Sciences
Grade Level: 10
Project Title
HOW TEENAGE BRAINS COMPARE TO ADULT BRAINS
Objective/Goals
If teenageers see facial expressions differently that adults?
Hypothesis
If the teenage brain is different than the adult brain, then they see facial expressions differently.
Methods/Materials
I need teenagers and adults to survey, and facial expressions pictures.
Results
Adults are better at reading emotions than teenagers. Females are better at reading emotions that males.
Conclusions/Discussion
Sources of error were environment and how the person was feeling. My hypothesis was proved correct.
Summary Statement
My project is about how teenagers brains work differently than adults brains.
Help you received
Dr. Immel helped me get pictures, and my mother helped me with the result percents.
Place
Additional Awards
First / Blue Ribbon
12
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Brooke Wrisley
2.
BESC 150
School: Valley Oaks High School
Teacher: Ms. Parker
Category: Behavioral Sciences
Grade Level: 11
Project Title
MAC TO MUSIC
Objective/Goals
I was trying to determine what effect different kinds of music has on my horse's behavior under saddle,
if any at all.
Hypothesis
If I play soft music, then my horse will respond by being quieter and more focused. If I play loud music,
then my horse will become more anxious.
Methods/Materials
I used the same horse, tack, location, and went through the same motions each time as well as waited the
same amount of time between trials and rode during at the same time of day each time. I used an english
saddle and related tack (bridle, etc.), an iPod, an iPod player, and a covered riding arena.
Results
My results were that the music made little to no difference on my horse’s behavior. The louder music
distracted him and made it harder for him to focus when it didn't seem like he noticed the softer music
whatsoever.
Conclusions/Discussion
My results did enable me to meet my objective, and my hypothesis was mostly correct. The louder
music had more of an effect on him than I thought it would, though. Some sources of error would be the
temperature as colder air makes my horse more anxious. Other sources of error included uncontrollable
outside sources, such as cows and random loud noises from other parts on the farm that made him more
nervous.
Summary Statement
My project is about the effects of music on a horse’s psyche and working mindset.
Help you received
None
Place
Additional Awards
Third / White Ribbon
13
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Meghan Call
2.
BESC 151
School: Maria Carrillo High School
Teacher: Amy Breninger
Category: Behavioral Sciences
Grade Level: 11
Project Title
THE SCENT OF MEMORY
Objective/Goals
This experiment determined which scent, vanilla or rosemary, would help males and females remember
the most words.
Hypothesis
The vanilla will help females most, and the males will do better with the rosemary.
Methods/Materials
Materials: 60 people, rosemary, vanilla extract, cotton swabs, 3oz. Dixie cups, overhead projector,
overhead sheet, overhead pen, 60 writing utensils, 60 students mixed male and female (high school age),
30 pieces of paper (cut in half).
Method: Give 20 people rosemary, 20 people vanilla, and 20 people nothing. Place words and
definitions on overhead projector. Give two minutes for students to study. Give two minutes for students
to write down as many words and definitions as possible.
Results
The average male score with no scent was 3.5 words out of 10. For females, it was 4.3 words out of 10.
The vanilla made the male scores increase by .2 words and the female scores increased by 1.1 words.
The rosemary made the average male score decrease by 1.1 words and the average female score
decrease by 1.7 words. Therefore, the females, overall, scored better than the males did, and the vanilla
had a great impact in a positive way, while the rosemary had a great impact in a negative way. The
vanilla did help the males, but not as drastically as the females, and the rosemary had a less negative
impact.
Conclusions/Discussion
The females showed a positive reaction to the vanilla, and the males’ scores decreased less with the
rosemary. The vanilla had more of an impact on the females than the males, with a 20% increase for
females, and a 7% increase for males. The negative effect of the rosemary decreased female scores by
39% and male scores by 31%. Therefore, my prediction was correct, because the males decreased less
with the rosemary, and the females increased most with the vanilla.
Summary Statement
Vanilla is beneficial when both studying and taking a test, and rosemary, when present during both
studying and test-taking has a negative impact on scores.
Help you received
Mother supervised use of Cricut machine for presentation board.
Place
Additional Awards
Second / Red Ribbon
14
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Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Terrence Dent
2.
BIOL 155
School: Technology High School
Teacher: Dr. Immel
Category: Biology
Grade Level: 10
Project Title
COMPARISON OF THE EFFECTIVENESS OF ANTACIDS ON
HYDROCHLORIC ACID.
Objective/Goals
The purpose of this experiment was to determine what edible substance would neutralize hydrochloric
acid using the smallest amount.
Hypothesis
If the hydrochloric acid is neautralized, then it will be done by the substance with the highest pH.
Methods/Materials
The materials used for this experiment were: a ramekin, a mixer, water, hydrochloric acid, Maalox
antacid, Pepto Bismol, Maylanta antacid, Longs antacid, Kirkland antacid tablets, baking soda,
measuring syringe, pH indicator strips. I first measured all the solutions that would be involved in the
experiment for the pH levels.
Results
The antacids in order from weakest to strongest are pepto bismol, with no measurable amount to
neutralize the acid, then was mylanta with neutralization at 2.5 mL, then was Maalox, at 2 mL, next was
Longs brand at 1.5 mL, next was Tums at 1 mL, and the most effective ended up being baking soda at .5
mL.Then I then mixed a concentration of HCL and water that was similar to the molarity and pH of that
in the stomach of humans. I then took a syringe and filled it with one of the antacid solutions, and added
HCL at increments that solution to the of .5 mL at a time. Between each increment I measured the pH
Conclusions/Discussion
My hypothesis that the solution with the highest pH would be the most effective was only half true.
There were two solutions that shared the highest pH and only one of those prove to be the most
effective. I also noticed in my experiment that two of the solutions produced a large amount of gas when
mixed with the HCL, which in life would create a large gas build up in the person who was consuming
its stomach.
Summary Statement
A comparison of the amount of antacid it takes to neutrolize Hydrochloric acid.
Help you received
Place
Additional Awards
15
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Stephanie Pearlman
2.
BIOL 156
School: Technology High School
Teacher: Dr. Immel
Category: Biology
Grade Level: 10
Project Title
TIME OF DAY AND BODY TEMPERATURE: AN EXPERIMENT WITH
THE
CIRCADIAN RHYTHM
Objective/Goals
Can the body tell what time of day it is using its circadian rhythm?
Hypothesis
I believe that I will be able to tell what general time of day it is based off of a body's temperature.
Methods/Materials
Sit in 3 24hr periods with a temp sensor in underarm;get up only to go to bathroom & eat & record when
done for compensation.
Results
My results stated that because the difference between temperatures is within 2*C, it is almost impossbile
to tell what time of day it is based off of a person’s body temperature.
Conclusions/Discussion
My hypothesis was partially correct. You can tell what general 12-hour period it is, but unable to tell the
time in any time region other closer than that. There was a source of error in Trial 1 when the sensor
came out of the subject's underarm.
Summary Statement
The body has the potential to tell what time of day it is because of its natural fluctuations.
Help you received
No help was needed.
Place
Additional Awards
Second / Red Ribbon
16
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Shaina Antila
2.
BIOL 157
School: Technology High School
Teacher: Dr. Immel
Category: Biology
Grade Level: 10
Project Title
PLANT FERTILIZER IN SOIL
AND THE
RESULTING PH LEVELS
Objective/Goals
[How] does the amount of time plant fertilizer stays in soil affect the pH of water in the soil?
Hypothesis
If the fertilizer is left in the soil longer, then the pH of the water will be more neutral.
Methods/Materials
5 small terra-cota pots, 1 bag of potting soil, Miracle Gro liquid plant fertilizer, 5 bowls to collect water,
pH test paper.
Results
The pH of the water in Pot 1 was a 6. Pots 2-4 were watered with diluted fertilizer and the pH of the
water ended up being 7 for each. Pot 5 was watered with just fertilizer and the pH was 8. The amount of
time the fertilizer remained in the soil was constant for pots 2, 3 and 4.
Conclusions/Discussion
The results were able to meet the objective. My hypothesis was incorrect; the amount of time that the
fertilizer was allowed to seep through the soil before testing the pH did not affect the pH at all.
Summary Statement
The relationship between time fertilizer is left and soil and the pH of the water that runs through.
Help you received
My mother helped clean up the experiment afterwards.
Place
Additional Awards
17
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Ryan Severt
2.
BIOL 158
School: Maria Carrillo High School
Teacher: Amy Breninger
Category: Biology
Grade Level: 10
Project Title
THE EFFICACY OF VARIOUS CLEANING AGENTS
IN
KILLING BACTERIA FOUND ON
THE
HANDS
Objective/Goals
The purpose of this experiment is to determine which household cleaners and hospital grade cleaning
agents are the most effective to kill bacteria found on the hands.
Hypothesis
Different cleaning agents will have differing killing efficacies. If a cleaner is used in a hospital setting,
then it should be more effective at killing bacteria found on the hand than common household cleaners.
Methods/Materials
Bacteria washed from hands were cultured and isolated on nutrient agar plates in a thermostatically
controlled incubator at 98 degrees Fahrenheit. 1/4" absorbent paper discs soaked in various cleaning
agents, including hospital and housegrade grade cleaners. These discs were then spread evenly over
surface of nutrient agar plates with isolated bacterial culture spread over them. These plates were then
incubated and the no growth or "kill zone" was measured, recorded, and graphed.
Results
Different cleaning agents had different bacterial killing efficacies. The household cleaners were the
most effective at killing bacteria found on the hands. Tide detergent was the most effective, followed by
Palmolive and Dawn dish soaps. Ivory soap and Lysol disinfectant were intermediately effective. The
hospital grade cleaning agents, chlorhexidine gluconate, isopropyl alcohol, and PCMX Chloroxylenol
had only a low intermediate bacterial killing effectiveness. Povidine-iodine had the poorest bacterial
killing efficacy. Other low performing agents included the caustic agents ammonia and Clorox bleach.
Conclusions/Discussion
This experiment clearly showed that some cleaning agents are much more effective than others in killing
bacterial found on the hand. The simple clothing detergents, dishwashing soaps, and hand soaps are the
most effective in killing hand bacteria. The hospital grade-cleaning agents were actually less effective
than these more inexpensive and more commonly available cleaners. This study shows that hands can be
cleaned most effectively with simple household agents
Summary Statement
This project was performed to determine which cleaning agents were the most effective in killing
bacteria found on the hand, and it was determined that simple household cleaning agents are the most
effective for this purpose.
Help you received
Father helped me to obtain the incubator and equipment needed to perform this experiement. He also
taught me the proper sterile techniques to isolate and grow bacterial cultures.
Place
Additional Awards
Second / Red Ribbon
18
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Marianna Mapes
2.
BIOL 159
School: Maria Carrillo High School
Teacher: Teri O'Donnell
Category: Biology
Grade Level: 10
Project Title
THE SECRET LIFE OF OSCILLATORIA
Objective/Goals
I examined the effects of pollutants - fertilizer and marine fuel - on lake water and the color of the
Oscillatoria splendida with regard to the area that the pollutants occupy on the water surface of a
simulated lake and environment and how they change the pH of this "lake."
Hypothesis
With only fertilizer, the water pH will become acidic; when only oil is present, it will become basic. The
oscillatoria will grow darker with increasing amounts of pollutants and with the greater area the oil
occupies on the water surface.
Methods/Materials
Clear plastic boxes were filled with 236 g Russian River water, 12 mL oscillatoria culture, and a layer of
rocks at the bottom. They were placed in an area of about 21.1 degrees Celsius. Over a 6-day period, the
pH of each "lake" was measured (along with the surafce area of the oil "globs") daily, and a set amount
of pollutants (fertilizer, oil, or both) was added. After 6 days, the oscillatoria was removed from each
"lake," placed on a slide, and observed under the microscope.
Results
The pH changes recorded for each of the lakes fluctuated greatly and therefore could not support any
particular trend. With a relatively large percentage of the water suface covered by oil, the oscillatoria's
color began to shift towards a yellow-green (from its initial vibrant green hue); although this does not
indicate a "darkening," it does suggest that perhaps the blockage of sunlight encouraged a minor
"adaptation" on the part of the oscillatoria; it is possible that different pigments had to become more
active due to the shift in the amount of light available to these photosynthesizing organisms.
Conclusions/Discussion
My objective was partially met and my hypothesis was partially supported; this is due to the
inconsistency of the data for varying pH levels in the "lakes" that did not enable me to draw any
conclusions. (I suspect that the data fluctuations might have been due to the fact that the fertilizer did not
dissolve well in the water.) However, I was able to prove that the color of the oscillatoria changed with
increasing amounts of marine fuel present in the water.
Summary Statement
This investigation attempted to simulate the effects of common pollution (here, lawn winterizer and
outboard oil for marine vehicles were used) on one of the organisms that inhabits (and thrives) in many
of these contaminated lake environments: oscillatoria.
Help you received
My mother helped in the mounting and assembly of the display board; the Maria Carrillo High School
biology department allowed me access to the laboratory to use its light microscopes.
Place
Additional Awards
Second / Red Ribbon
19
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Kayvon Jabbari
2.
BIOL 160
School: Maria Carrillo High School
Teacher: Teri O'Donnell
Category: Biology
Grade Level: 10
Project Title
MALE VS. FEMALE REACTION TIME
Objective/Goals
To find the age and gender at which reaction time is at its peak.
Hypothesis
Reaction time will be best when either a male or female is in his or her late twenties.
Methods/Materials
Place a ruler in between the partner's fingers and thumb. Then let go of the meter stick and have the
partner catch it between his fingers and thumb as fast as he can. Record the distance the meter stick fell
by recording the number at which your partner caught the stick. Use the formula t=√2y/g where t= the
time (in seconds); y=the distance measured (cm or in); g= 980cm/sec² or 385.8 in/sec² (acceleration due
to gravity). This will give you the reaction time of your partner.
Results
From my data, excluding the outlier, the quickest reaction time is .161 in/sec² from the male group at the
age of 24. The quickest reaction time is that of males at the age of 24. This outcome is not unexpected
since it has only a few years difference between the estimated ages for the peak reaction time.
Conclusions/Discussion
Conclusion: From the data and information collected I can conclude that my hypothesis has been proven
incorrect. I hypothesized that the best reaction time will be either of a male or female in their late
twenties. Although this is the case for the females, with the best reaction time of .173 in/sec² at the age
of 26; the males had an even quicker time of .161 in/sec² but at the age of 24. Even though the male
reaction time was better, it was at a lower age than I hypothesized.
Summary Statement
This project compares reaction time and age of males and females.
Help you received
Throughout this project I was not assisted in any way except for the transportation and supervision by
my parents.
Place
Additional Awards
Third / White Ribbon
20
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Heidi Hirvonen
2.
BIOL 161
School: Maria Carrillo High School
Teacher: Teri O'Donnell
Category: Biology
Grade Level: 10
Project Title
EFFECTS
OF ESTROGEN
POLLUTION
IN
WATER ON WILDLIFE
Objective/Goals
The high amounts of estrogen flushed into the environment through ill-adept waste water systems are
causing supposed problems to wildlife. The purpose of this experiment is to test for various possible
effects that added estrogen has on fish and to verify that these issues are obvious and drastic enough to
be examined.
Hypothesis
Fish dosed with higher amounts of estrogen will increase in mass more so than those subject to lower
dosages. Goldfish subjected to estrogen will also exhibit behavioral tendencies that will not appear in
those fish in the control group.
Methods/Materials
• Five 10-gallon fish tanks • “De-Chlor”• 75 feeder goldfish • “Seasonique” brand birth control pills•
“Femcon” birth control pills. Set up five fish tanks filled with ten gallons of room-temperature tap water
and de-chlor. Add fifteen feeder goldfish into each. Allow fish to acclimate. Begin to add birth control
pills into the tanks in various doses. Examine changes of behaviour of fish. Weigh fish by water
displacement to test changes in mass.
Results
It can be concluded that there is an obvious trend in the way in which the added drugs affect the life
span of the goldfish.Goldfish in the control group had a higher survival rate than those that were
influenced by various doses of estrogen. The tank subjected to an addition of one combination pill
(“Seasonique”) every other day experienced the greatest increase in mass, by 115%. In addition, those
fish subjected to estrogen swam more slowly and had a slower reaction rate than those in the control
group.
Conclusions/Discussion
A higher percentage of the fish died during the experiment than was anticipated, which meant that
comparing the average mass of the remaining fish with the average mass of the original fish was much
more difficult to calculate than was expected. Because there were so few fish left, it was hard to draw
the conclusion that the results were accurate. However, the results that were gathered from the
remaining fish met my hypothesis that estrogen would affect weight gain in fish.
Summary Statement
The objective of this project was to examine the possible negative effects of estrogen pollution in the
environment due to the fact that the remnants of birth control pills are excreted in human waste but are
not filtered out in our water treatment plants.
Help you received
Nick Anast, a biology teacher with a master’s degree at Santa Rosa Junior College, supplied me with
five ten-gallon fish tanks and signed my forms Mrs. O’Donnell, Maria Carrillo High School Biology
teacher allowed me to conduct my experiment in her classroom and use her materials for weighing my
fish.
Place
Additional Awards
First / Blue Ribbon
21
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. David Barasch
2.
BIOL 162
School: Maria Carrillo High School
Teacher: Teri O'Donnell
Category: Biology
Grade Level: 10
Project Title
TEMPERATURE-DEPENDENT SEX DETERMINATION
POECILIA WINGEI
IN
Objective/Goals
The objective of this experiment is to see if the temperature of an Endler’s Livebearers fish tank affects
the ratio of males to females born.
Hypothesis
If two identical fish tanks with breeding pairs of Endler’s Livebearers are kept at different temperatures,
then there will be more female fry born than male fry in the warm tank, and more male fry born than
female fry in the cold tank.
Methods/Materials
Two identical 10-gallon fish tanks are kept at different temperatures, one at 72˚ F., the other at 82˚ F.
Each tank has 2 breeding pairs of Center Peacock Endler's Livebearers. Over a period of about 2
months, all fry born are separated from the adults, kept in a netted area in their original tank, and their
sex is determined as soon as possible.
Results
In the 82˚ F. tank, 6 female fry and 3 male fry were born. In the 72˚ F. tank, 0 female fry and 5 male fry
were born. This shows that a higher ratio of females to males were born in the warm tank and a higher
ratio of males to females were born in the cold tank.
Conclusions/Discussion
The objective of my experiment is to see if the temperature of an Endler’s Livebearers fish tank affects
the ratio of males to females born. The resulting ratio of female fry to male fry in each tank showed that
the objective was met. My hypothesis was supported too. Sources of error include unstable heater, small
test group, fry being eaten by adults, and short time period of experiment.
Summary Statement
The object of this experiment is to see if the temperature of an Endler’s Livebearers fish tank affects the
ratio of males to females born.
Help you received
Father proof-read writing.
Place
Additional Awards
First / Blue Ribbon
22
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Aseem Saini
2.
BIOL 163
School: Maria Carrillo High School
Teacher: Teri O'Donnell
Category: Biology
Grade Level: 10
Project Title
WHAT EFFECT DOES BACTERIA HAVE UPON POLLUTED WATER?
Objective/Goals
The amount of clean water that is available to the inhabitants of this planet is steadily decreasing. Water
filtration is a very expensive process, and perhaps there is a safer, more natural way to filter common
pollutants out of water. Bacteria may be able to filter out lead, nitrates, nitrites, and may also be able to
lower the pH of water.
Hypothesis
The Bacteria will be able to filter out common water pollutants such as nitrates and nitrites, and will be
able to lower the overall pH of water, however, it will not be able to lower the concentrations of lead, as
lead is not very soluble.
Methods/Materials
Water, test tubes, ultraviolet light, water test kits, toothpicks (flat), liquid media, petri dishes, agar
1.Kill all bacteria in 12 water samples with ultraviolet light. 2. Test water samples for nitrates, nitrites,
lead and pH. Record data. 3. Grow Bacteria on petri dishes. 4. Place bacteria in water (make sure liquid
media is present in water) 5. Wait 48-72 hours. 6. Kill bacteria with ultraviolet light 7. Test water
samples again for levels of contaminants. 7. Record data.
Results
Some very interesting results occurred. The bacteria WAS able to break down and lower the
concentration of lead, pH, nitrates, and nitrites in most of the water samples. In some cases, the
concentration did not change, however. The results prove that bacteria can be used to filter out common
water pollutants.
Conclusions/Discussion
My results did enable me to reach my objective. I have proved that bacteria is able to filter out many of
the common pollutants that are found in water. For the most part, my hypothesis was correct, however, I
was wrong about bacteria not being able to break down lead. My project was very entertaining, yet very
time consuming. In the end, however, it was worth it without a doubt.
Summary Statement
This project is about how bacteria will effect the level of contaminants in water.
Help you received
Mrs. O’ Donnell helped prepare the agar, and my parents bought me my supplies.
Place
Additional Awards
Second / Red Ribbon
23
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Victor Magdaleno
2. Ryan Conley
BIOL 164
School: Technology High School
Teacher: Dr. Immel
Category: Biology
Grade Level: 9
Project Title
THE AFFECT OF DIFFERENT TYPES OF FERTILIZERS
ON THE SAME TYPE OF PLANT
Objective/Goals
To see if the different percentages of nitrogen or if the speed it releases affects the growth.
Hypothesis
My hypothesis is that if the plant with the low percentage of nitrogen grows the best overall, then that
would show that the more nitrogen we have or the slower it releases the worse it will grow.
Methods/Materials
Fertilizer with high and low percentage of nitrogen and slow release fertilizer, water, plants, and soil.
Results
The plant with a low percentage of nitrogen grew the most out of the plants.
Conclusions/Discussion
Our results did enable us to meet our objective. yes, our hypothesis was supported because the fertilizer
with a low percentage of nitrogen grew the most.
Summary Statement
How the different percentages of nitrogen in a fertilizer or the slow release fertilizer affect the growth of
the plants.
Help you received
Ryan's dad helped him.
Place
Additional Awards
Third / White Ribbon
24
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Rico Fernandez
2.
BIOL 165
School: Maria Carrillo High School
Teacher: Teri O'Donnell
Category: Biology
Grade Level: 9
Project Title
THE EFFECTS
OF A LCOHOL AND TOBACCO ON
PLANTS AND SEEDS
Objective/Goals
To see the effects of alcohol and tobacco on plants and seeds.
Hypothesis
If plants and seeds are fed alchohol and tobacco, then they will be the least tall, wide, green, and will not
have an abundance of flowers.
Methods/Materials
I put three sets of marigold plants into each of eight different flower/ planter boxes, three sets of five
marigold seeds into eight different flower/ planter boxes, and 16 petunia plants in individual flower pots.
I had eight different mixtures consisting of different combinations of water, alcohol , tobacco, and
fertilizer. I fed a plant flower/planter box, a seed flower/planter box, and two individual flower pots with
each assigned mixture every three days for almost two months.
Results
Of the groups of mature plants(both petunias and marigolds), the ones that were the tallest, widest,
greenest and had the most flowers were the plants fed with "Water Plus Fertilizer" and "Water plus
Fertilizer plus Tobacco". The marigold seeds fed with "Water Plus Fertilizer", "Water plus Fertilizer
plus Tobacco" and "Water plus Tobacco" were also the tallest, widest and greenest and had the most
leaves. The seeds had not produced flowers by the conclusion of the project.
Conclusions/Discussion
My hypothesis was wrong. There were no trends for the height and circumference of the marigold plants
and the petunias. There were trends in the marigold plants and the petunias’ leaf color and flower count.
The plants that had the best leaf color and the most flowers were the ones fed with W+F and W+F+T.
The plants with the worst leaf colors were the ones fed with W+A. The seeds with the biggest plant
circumference, height, and most leaves were the seeds fed with W+T, W+F and W+F+T.
Summary Statement
I created different mixtures of water, alcohol, tobacco and fertilizer to see the different reactions of
mature plants and seeds to alcohol and tobacco.
Help you received
This project was conducted under the supervision of my parents.
Place
Additional Awards
First / Blue Ribbon
Student choice, Rico tied with project BIOL 174.
25
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Richard Liang
2.
BIOL 166
School: Maria Carrillo High School
Teacher: Teri O'Donnell
Category: Biology
Grade Level: 9
Project Title
DISTRACTION FACTOR
Objective/Goals
I am doing this experiment because of the new driving laws that do not allow the use of cell phones
while driving. I want to figure out if talking on the cell phone is truly the biggest distraction in a car, or
if drinking water, talking to another person next to you, eating, or listening to music are worse for your
reactions.
Hypothesis
I hypothesize that drinking is the most distracting factor. I also hypothesize that it will be followed by
eating, talking on the cell phone, talking to a person (passenger), and finally listening to music.
Methods/Materials
I used a 15 inch ruler, 2 cell phones, bottled water, a calculator, and an iPod for the experiment. I used
the ruler drop test to find each test subject's reaction time without any distractions. Then, I tested each
subject with every distraction factor by itself. I tested each factor and the control three times each for
more accuracy. After that, I made a bar graph and saw which distraction was the worst by comparing the
control results with the distraction results.
Results
The results showed that (in order for most to least distracting) were talking on the cell phone, drinking a
beverage, talking to another person, eating food, and finally listening to music. This relates to my
original objective, because I know which distraction is the worst and what I should not do when I can
drive a car.
Conclusions/Discussion
I was correct in the aspect of music’s position but the rest of the order was just off because cell phone
use was the most distracting; therefore, my hypothesis was not supported. However, it allowed me to
meet my objective in doing this experiment, which was fnding the most distracting factors. Any sources
of error in my results could have come because I did not have a huge test group and my human test
subjects may have been distracted by other factors, because I tested at school.
Summary Statement
I am trying to find out which type of common distraction, typically experienced while in a car, decreases
a person's reaction times the most and which do not have as much of an impact.
Help you received
My father and mother helped me utilize the Excel program to make better looking graphs.
Place
Additional Awards
First / Blue Ribbon
26
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Kevin Chang
2.
BIOL 167
School: Maria Carrillo High School
Teacher: Amy Breninger
Category: Biology
Grade Level: 9
Project Title
THE EFFECTS
OF A MAGNETIC
FIELD ON BACTERIA
Objective/Goals
The purpose of this experiment is to discover what will occur when bacteria are placed in a magnetic
field. Firstly, I want to determine any changes of bacteria when a magnetic field is imposed on them,
such as their shape. Secondly, I want to measure any degree of change as a function of magnetic
strength. Lastly, I want to see if any effects are reversible.
Hypothesis
If the charged particles such as H+ ions within bacteria cells are not at rest, but flowing, then a magnetic
field will cause this internal current to change its direction, resulting in a disruption in the biochemistry,
leading to death.
Methods/Materials
1.5 volt, 3 volt, and 6 volt home-made elecromagnets, with U-shaped solenoids, a commercial quality
permanent magnet, 3 Geomag® rod magnets, five Agar plates, a microscope, and a camera were used.
The Agar plates were opened for one hour, and the bacteria were then left to grow for one full day.
Three Agar plates were then placed between the Us of the solenoids and one placed between the
commercial magnets for the bacteria to be exposed to the magnetic fields, and then observed.
Results
Two days into the experiment, a percentage of the bacteria within the magnetic fields began to swell up,
while the control did not show this effect. The stronger the magnetic field, the higher percentage of
swollen bacteria there were. After fourteen days, the bacteria were not dead, but remained swollen.
Once the magnetic field was removed, the bacteria slowly began to revert.
Conclusions/Discussion
The swelling shows that cell division is not occurring correctly, since bacteria will normally divide once
they grow to a certain size. This proves that the charged substances within the cell are flowing; if they
were not, they would be unaffected by an external magnetic field. The disturbance obviously caused a
change in the bio-chemistry of the cell because the process of cell division was altered. However, once
left alone, the bacteria did not die and were able to revert.
Summary Statement
This project is about discovering what effects a magnetic field will cause within a bacterial cell.
Help you received
My father helped to create the electromagnet and proofread my report; My mother assisted me in gluing
the project board; I used the lab equipment at my high school with teacher supervision.
Place
Additional Awards
First / Blue Ribbon
Northern California Chapter of the American Vacuum Society Science and
Technology Award: 1st Place, $100.00
27
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Grant Silverstein
2.
BIOL 168
School: Maria Carrillo High School
Teacher: Amy Breninger
Category: Biology
Grade Level: 9
Project Title
SPEED: WHAT MAKES YOU FAST
Objective/Goals
My goal of this project was to try and determine if and what characteristics make a runner fast.
Hypothesis
Faster runners will have a lower BMI, longer leg-length:height ratio, lower resting heart rate, higher
active heart rate and higher estimated VO2 -max. In addition, age and both height and weight, by
themselves, should matter less.
Methods/Materials
I measured each runner’s age, height, weight, leg-length and resting heart rate. I then calculated and
recorded each runner’s BMI and leg-length:height ratio. Next, I had each runner run a timed 400-meters.
I measured and recorded each runner’s stride-length during their run and their active heart rate
immediately after they finished. On another day, each runner ran for fifteen minutes. I then substituted
the distance ran into the Blake Test and analyzed the results of my project.
Results
I found males who have lower BMI, are younger, weigh less, have lower resting heart rates, lower
maximum heart rates, longer stride lengths, and a higher VO2 max will be faster. Faster females will
have lower BMI’s, weigh less, have lower resting and maximum heart rates, and a higher VO 2 max.
Conclusions/Discussion
My results enabled me to draw accurate conclusions that for the most part make logical sense. My
hypothesis support my results when it came to BMI, resting heart rates, height and VO2 -max. However it
disproved my hypothesis about weight, leg-length:height ratio, active heart rate, and age. The sources of
possible error in my project include VO2 -max because it's an estimate, and the runners age because I am
assuming no one lied.
Summary Statement
My project is about how BMI, leg-length to height ratio, resting heart rate, active heart rate, VO 2 -max,
age, stride-length, height, and weight affect a runners speed.
Help you received
I received help from two people. My father helped me recruiting runners and Dr. Steven Krickl gave me
some advice on how to improve my procedure, to make it more acurate.
Place
Additional Awards
First / Blue Ribbon
28
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Gerald Yeung
2.
BIOL 169
School: Maria Carrillo High School
Teacher: Teri O'Donnell
Category: Biology
Grade Level: 9
Project Title
CAN THE BREATHING RATE
OF A PERSON
BE PREDICTED WITHOUT THE USE OF THEIR HEART RATE ?
Objective/Goals
I want to find out a method, perhaps an equation of some sort that can allow me to predict how many
breaths a person will take within a minute without the use of the heart rate of the person.
Hypothesis
If I am able to detect any correlation between the breathing rate of a person to their age, height, weight,
weight versus height ratio, and/or activity level, then I can predict a person's breathing rate without the
use of heart rate.
Methods/Materials
I found people and counted their breathing rate by having the person lay down on whatever they wanted
with their hands on their stomach/chest so I could watch the up and down movement and count their
breaths. I asked the questions then revealed that I was counting their breaths earlier. I repeated this for
every subject until I felt like I had enough varied data. Finally, I tried to find a pattern in all of the data. I
used people, Excel, pen, paper, and computer for the process.
Results
After careful analysis through many graphs and charts that compared the data I found that there was no
apparent correlation between the breathing rate of a person to their age, height, weight, weight versus
height ratio, and/or activity level.
Conclusions/Discussion
My results did not enable me to meet my objective because I could not find any relation between the
factors that I thought I needed to predict the breathing rate of a person. That also lead to my hypothesis
not being supported. The sources of error could be from not having enough variety in my data that might
have been necessary and maybe of the uncontroled factors such as allowing to lay down on whatever
they wanted.
Summary Statement
My project was about seeing if I could come up with a method to predict the breathing rate of a person
without the use of heart rate and I though in order for that I would need to find the correlation between
some factors and a person's breathing rate
Help you received
Within the project all of the test subjects helped me out with gathering data from themselves and my
father taught me how to use some of the more complicated functions of Excel.
Place
Additional Awards
First / Blue Ribbon
29
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Connor Rutten
2.
BIOL 170
School: Maria Carrillo High School
Teacher: Teri O'Donnell
Category: Biology
Grade Level: 9
Project Title
SANTA ROSA CREEK BACTERIAL POLLUTION
Objective/Goals
The purpose of this experiment is to test the level of Escherichia coli (E. coli) in the local creeks of
Santa Rosa, as well as to determine if the levels change according to where the samples were taken in
relation to the center of town. E. coli is a bacteria associated with fecal contamination from warm
blooded animals.
Hypothesis
If the sample of E. coli is taken closer to the center of the city, then it will contain a higher level of E.
coli contamination, as measured by the number of colonies that are grown from a water sample.
Methods/Materials
Coliscan Water Quality Kit (may need two for extra samples): 30 Total Coliscan Easygel test bottles, 30
Petri dishes, 30 sterile collection bottles, and 30 sterile 3ml droppers. Rubber gloves, an erasable black
marker, pencil, map, bleach, watertight bag, drinking water, means of cool transportation of samples
also required. Collect samples from along Santa Rosa Creek. Use petri dishes to grow bacteria in water
samples. Compare number of E.coli colonies from each area in the creek.
Results
The data collected showed that rain was causing dispersion of E. coli bacteria. At first, E. coli
concentration was high in just two locations within the watershed, but after the first rainfall it had
dispersed throughout the creeks/sample sites. The data also showed a spike in the level of E. coli in
Spring Creek, a creek next to a local ranch, suggesting that fecal matter had been washed into the creek
by the rain.
As Spring Creek intersects the mainstream of Santa Rosa Creek and progresses further into town, Santa
Rosa Creek is collecting increasing levels of fecal matter, promoting a health hazard.
Conclusions/Discussion
The results conclude that the presence of E. coli is related to human influence and activites; E. coli
concentration is influenced by stream flow. The spike in E. coli levels in Spring Creek was definite
proof that human activity, in this case a ranch, largely contributed to the levels of E. coli present.
Conclusion: E. coli concentration is affected by stream flow; E. coli dispersed during rain events, and
was concentrated in the downstream samples of Santa Rosa Creek.
Summary Statement
My project involved testing for the presence of a potentially health threatening bacterium known as
Escherichia coli (E. coli) in the local Santa Rosa watershed and if the levels of this bacterium had any
relation to how close they were to the center of town/human activity.
Help you received
My dad was a big help to me, as he was the one who gave me the idea to do something involving
environmental pollution. He also drove me around town to collect my samples of water from each creek
and gave me useful insight, as he is a marine biologist.
Place
Additional Awards
First / Blue Ribbon
30
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Adam Silow
2.
BIOL 171
School: Maria Carrillo High School
Teacher: Amy Breninger
Category: Biology
Grade Level: 9
Project Title
A STUDY
OF THE
PHYSIOLOGY
OF JOY
BETWEEN HUMANS AND DOGS
Objective/Goals
I was trying to determine whether or not both dogs and people are happier together when they know one
another.
Hypothesis
If the dog and the person know one another then they will experience more joy when they come into
physical contact as exhibited by a higher heart rate as compared to when they are alone or when they do
not know each other.
Methods/Materials
I used 3 human participants including myself and four dogs. The materials I used were a stopwatch and
a stethoscope. All three participants knew the same 2 dogs and did not know the other 2 dogs. I took
each dog and each person’s resting heart rate. Then each person pet the dog while it was lying down.
Next I took each dog and each person’s heart rate 5 times to get a larger database. I then found the
average for the person’s and the dog’s heart rate while petting or being pet.
Results
After recording my results, I analyzed the data. It showed that every person’s average petting heart rate
was always higher when they were petting a dog they knew. Also every person’s average petting heart
rate was higher than the dog’s rate they were petting if the dog and the person knew one another. But
when the dog and the person did not know one another, the dog’s average petting heart rate was higher.
However, both unknown dogs had a higher average petting heart rates (petted by someone they did not
know) than the known dogs’ average petting heart rates (petted by someone they did know).
Conclusions/Discussion
In my research I found that joy would be exhibited by both humans and dogs having a higher heart rate
than normal. My data supported that both dogs and humans are happier together than when they are
alone and humans feel more joy than dogs do when they are together. Furthermore humans are happier
petting dogs they know than petting dogs they do not know. On the other hand dogs’ levels of
excitement at meeting a stranger were greater than the joy they experience with someone they know.
Summary Statement
My project is designed to explore the scientific concept that the body and the mind are not separate, but
instead connected, and that there is a correlation between emotions and their physiology by observing
the connection between joy and signs from the cardiovascular system.
Help you received
My father and my friend volunteered to be participants in my experiments and two of my other friends
allowed me to test their dogs. My father also proofread my work. My dog's veterinarian gave me advice
on taking a dog's heart rate with a stethoscope.
Place
Additional Awards
First / Blue Ribbon
31
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Taytum Sanderbeck
2.
BIOL 172
School: Mary Collins at Cherry Valley School
Teacher: Carrie Caudle
Category: Biology
Grade Level: 8
Project Title
HOW CAN I KEEP
MY FLOWERS LONGER?
Objective/Goals
What is the best way to keep your cut-flowers alive in a vase.
Hypothesis
I think that the flower with the bleach in the water will live the longest.
Methods/Materials
4 daisies that are the same. 4 roses that are the same. Water, asprin, bleach, sugar.
Results
[As of February 2nd, data collection is still in progress.]
Conclusions/Discussion
[As of February 2nd, data collection is still in progress.]
Summary Statement
What is the best way to keep cut-flowers alive the longest?
Help you received
Mother/ teacher helped come up with the main idea and father helped buy materials.
Place
Additional Awards
Third / White Ribbon
32
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Emily Mello
2.
BIOL 173
School: Mary Collins at Cherry Valley School
Teacher: Carrie Caudle
Category: Biology
Grade Level: 8
Project Title
WILL
PRIMROSES SURVIVE UNDER VARIOUS HARSH CONDITIONS?
Objective/Goals
How does no or limited daylight or air, exposure to air freshener, salt water, or too much water affect
primroses?
Hypothesis
If primroses are exposed to the various conditions stated above, I think that they will all die.
Methods/Materials
shoe boxes, plastic bag, one bottle of Glade air freshener, twelve primroses, salt water mixture, water.
Results
[As of February 2nd, data collection is still in progress.]
Conclusions/Discussion
[As of February 2nd, data collection is still in progress.]
Summary Statement
Exposing healthy flowers to a variety of harsh conditions.
Help you received
Place
Additional Awards
Third / White Ribbon
33
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Taylor Copple
2.
BIOL 174
School: St. Francis Solano School
Teacher: Mr. Lou Morton
Category: Biology
Grade Level: 8
Project Title
SHOOPPING CART HANDLES - HOW CLEAN ARE THEY ?
Objective/Goals
I was looking to see how effective the bacterial wipes at grocery stores were on shopping cart handles.
Hypothesis
I hypothesize that if we wipe the cart handles with the sanitizing wipes the handles will be free of
bacteria.
Methods/Materials
I selected shopping cart handles from three different stores. I used the wipes provided by the grocery
stores. We swabbed the cart handles both without the wipe and with the wipes to determine which
handles grew the most bacteria. The bacteria were raised in sterile petri dishes of agar.
Results
The results showed the cart handles were loaded with bacteria and that the wipes were very effective at
reducing, but not eliminating all the bacteria.
Conclusions/Discussion
I found that the wipes worked as I thought, although some bacteria remained so it is possible to miss
spots.
Summary Statement
My project is about the effectiveness of sanitizing wipes that are now common outside supermarkets,
near the shopping carts.
Help you received
My mom helped me with this project. She helped me order and prepare the petri dishes. She drove me to
the grocery stores and assisted my sample collectioning from the carts.
Place
Additional Awards
First / Blue Ribbon
Student choice, Taylor tied with project BIOL 165.
34
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Shelby DeCarly
2.
BIOL 175
School: Monte Rio School
Teacher: Mrs. Barnard
Category: Biology
Grade Level: 8
Project Title
GERMS ON MONEY
Objective/Goals
That money has just as much bacteria growth as regular household items such as doorknobs, phones, etc.
Hypothesis
If metal does not interfere with bacteria transference then the bacteria will grow at the same rate as other
household items.
Methods/Materials
Using sterile procedure, agar plates will be inoculated with swabs from paper money, coins, phones, and
household handles. They will then be monitored for bacteria growth. Materials as listed above were used
as well as petri dishes, safety gear, and purchased sterile agar.
Results
In process.
Conclusions/Discussion
In process.
Summary Statement
Comparison of growth of bacteria from money and common household items.
Help you received
Parent and teacher supervision for safety procedure.
Place
Additional Awards
Second / Red Ribbon
35
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Samantha Royall
2.
BIOL 176
School: Mary Collins at Cherry Valley School
Teacher: Carrie Caudle
Category: Biology
Grade Level: 7
Project Title
HOW LUNG CAPACITY AFFECTS
THE
DISTANCE YOU CAN SWIM
Objective/Goals
How variable amounts of oxygen taken into the lung affect the distance (in meters) I can swim without a
breath.
Hypothesis
If I vary the size breath that I take, then will I be able to swim further?
Methods/Materials
I will use the balloons to estimate my lung capacity and the ruler to find my exact lung capacity. The
metric ruler will find my height (in cm.) and to measure how far I go under water. I will also use the
scale to find my weight. My materials will consist of: several balloons, metric ruler, measuring tape,
bathroom scale, bathing suit (for racing), swim cap, goggles, pool, sharpie, notebook/ recording sheet, 2
people besides you, and a pencil will be needed to compete my exreriment.
Results
For my experiment, I did five trials. For each trial, I wanted to see how far I could kick underwater
without taking a breath. I did the five trials for three different amounts of air and the bigger the breath I
took, the further I went so the air in my lungs directly relates to distance in my experiment.
Conclusions/Discussion
My experiment showed me how air relates to distance because when I took a really small breath, I
couldn’t go as far as I could when I took a bid breath. My hypothesis was supported because I was able
to swim further with a big breath. My only possible error would be the fact that the distance I could
swim with a medium breath varied so much.
Summary Statement
My project is about the role that lung capacity plays in the distance I can swim without taking a breath.
Help you received
Mother went to the library with me to find help me find resources; Ms. Caudle proofread my summary;
father helped measure the distance I swam.
Place
Additional Awards
Third / White Ribbon
36
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Srikar Danda
2.
BIOL 177
School: Rincon Valley Middle School
Teacher: Leslie Morrison
Category: Biology
Grade Level: 7
Project Title
ACID
VS .
BACTERIA
Objective/Goals
My objective in this project is to find out which acid, vinegar or lime juice, works best to kill bacteria.
Hypothesis
If I drop vinegar in one petri dish and lime juice in the other, more bacteria in the vinegar petri dish will
die.
Methods/Materials
Materials: 3 petri dishes with agar, vinegar, lime juice, q-tips, disposable gloves, a warm dark room.
Results
My results in the experiment I conducted were that neither vinegar nor lime juice is acidic enough to
destroy the bacteria colonies. Looking at the dishes one day after a putting the drops in, I found out that
there had been no effect at all to the colonies.
Conclusions/Discussion
To my disapointment, my results were not even close to my hypothesis and expectations. Neither the
vinegar or lime juice had a single effect on the bacteria. I had actually expected the vineagar to kill the
bacteria because it is used as a cleaner.
Summary Statement
My project is about finding out if vinegar or lime juice can kill bacteria and which works best.
Help you received
Science teacher gave tips and petri dishes; mother supervised; sister gave tips; mother proof-read
summary.
Place
Additional Awards
37
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Katie May
2.
BIOL 178
School: Guerneville School
Teacher: Kari Johnson
Category: Biology
Grade Level: 7
Project Title
TO THE DARK SIDE
Objective/Goals
The purpose of my project was to see if seeds need light in order to germinate.
Hypothesis
If I put radish seeds and grass seeds in the light, then they will germinate faster than the seeds in the
dark.
Methods/Materials
I placed 2 trays of radish seeds in the light and 2 in the dark and 2 trays of grass seeds in the dark and 2
in the light. I covered all the trays with plastic wrap. I made sure the temperature in both places stayed
about the same. After 24 hours I counted the percentage of seeds germinated by dividing the seeds
germinated by the total number of seeds planted. Then I recorded my data. I repeated this procedure
over a period of three days.
Results
It turns out that light has nothing to do with seeds germinating because all the seeds germinated in the
same amount of time. Light helps them grow after they germinate.
Conclusions/Discussion
My results did not support my hypothesis. The radish seeds and grass seeds did not germinate faster in
the light. They germinated at the same time. My experiment might help people know how to take care of
their seeds after germination.
Summary Statement
My project was about how light and dark effects seeds.
Help you received
My science teacher gave me seeds. My Mom helped me type.
Place
Additional Awards
Second / Red Ribbon
38
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Sloane Daley
2.
BIOL 180
School: Fort Ross School
Teacher: Mr. Hammer
Category: Biology
Grade Level: 6
Project Title
BACTERIA
Objective/Goals
Which surface has the most bacteria.
Hypothesis
I think they are everywhere because I sampled every basic spot in my house and they all had bacteria.
Methods/Materials
Results
So far the bathroom sink has the most bacteria.
Conclusions/Discussion
Yes, they are, but only 95% of them are good the other 5% are deadly.
Summary Statement
My project is to find out where bacteria grows the most.
Help you received
My Mom help me get the equipment.
Place
Additional Awards
39
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Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Georgia Pellkofer
2. Marissa Jones
CHEM 185
School: Mary Collins at Cherry Valley School
Teacher: Carrie Caudle
Category: Chemistry
Grade Level: 6
Project Title
ADVENTURES WITH DRY ICE
Objective/Goals
How does dry ice affect different liquids?
Hypothesis
If different liquids are introduced to dry ice, then changes in the liquids temperature and reaction should
occur.
Methods/Materials
Beakers are filled with various equal types of liquids (7-up, Sunkist, Coke, vinegar, and tap water).
Temperature of liquids are recorded. Equal amounts of dry ice are introduced to the liquids.
Measurements of temperature are made at equal times :1,5,10,15,20,30 and 35 minutes. Also observed
at what second interval the fog of dry ice reached the 1000 ml mark of beakers, and how long it took for
dry ice to dissolve.
Results
The results showed that the dry ice kept the temperature of all the different liquids at a fairly consistent
cold measurement, ranging from 58 degrees fahrenheit to 32 degrees fahrenheit. It took a range of 40
minutes to 1 hour 15 minutes for the equal amounts of dry ice to dissolve in the liquid.
Conclusions/Discussion
There were very small temperature differences in the temperature measurements in the liquids we
studied. Dry ice consistantly keeps liquids at a cold rate quickly and for about an hour or so after
introduction. The dry ice dissolve slowly, and as it dissolved, the temperature rose slightly. We thought
more differences would be found between the different sodas, vinegar, and tap waters studied.
Summary Statement
The effect that dry ice has on different liquids.
Help you received
Parents supervised experimentation. Teacher, Carrie Caudle, loaned beakers and test tubes to help with
experimentation and did a final proof-read of the summary.
Place
Additional Awards
First / Blue Ribbon
40
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Luke Mello
2.
CHEM 186
School: Mary Collins at Cherry Valley School
Teacher: Carrie Caudle
Category: Chemistry
Grade Level: 6
Project Title
OBJECTS DROPPED IN VARIOUS
CONSISTENCIES OF “OOBLECK ” MIXTURE .
Objective/Goals
How does the amount of cornstarch and water affect how long it takes for a one pound weight to
submerge?
Hypothesis
If you put more cornstarch in the mixture, the weight will submerge faster--with and without added
force.
Methods/Materials
twelve pounds of cornstarch, twenty-four cups of water, three plastic containers, a stopwatch, a one
pound weight
Results
[As of February 2nd, data collection is still in progress.]
Conclusions/Discussion
[As of February 2nd, data collection is still in progress.]
Summary Statement
The ratio of cornstarch to water affects the length of time for a weight to submerge.
Help you received
Ms. Caudle helped proofread my summary.
Place
Additional Awards
Third / White Ribbon
41
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Danielle Finch
2.
CHEM 187
School: Technology High School
Teacher: Dr. Immel
Category: Chemistry
Grade Level: 10
Project Title
INK SEPARATION- CHROMATOGRAPHY
Objective/Goals
For my specific experiment, I used different kinds of ink to separate them into the chemicals that make
them up via paper chromatography.
Hypothesis
If the principles of paper chromatography and capillary action are true, then inks should easily be
separated into the basic materials that make them up.
Methods/Materials
The materials I used were different types of inks, namely permanent and washable inks and food dye,
water, alcohol and coffee filters. I performed the process of paper chromatography to extract the
different types of colors that made up the dyes.
Results
In this experiment and through the research I conducted about the topic, I found that the washable
markers and food dyes spread out fairly well, but did not seem to be made of many different colors or
pigments. As the ink spread out, the color became relatively lighter towards the top of the strip.
Contrary, the permanent ink gave me slightly different results. The ink spread out further than that of the
water soluble inks and the color or pigment gradually became more of a purplish color.
Conclusions/Discussion
The molecules in the ink and other different kinds of mixtures that could be used have different
characteristics such as the size of the molecules and the amount that it is soluble in water. These
different characteristics determine the different speeds at which the molecules travel which determines
how fast the ink will travel up the strip of paper. Black ink contains several different colors and
therefore acts differently when separated.
Summary Statement
Through experimental chromatography, I learned about the separation of colors and chemicals and the
solubility of certain objects.
Help you received
Place
Additional Awards
Second / Red Ribbon
42
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Virginia Pearlman
2.
CHEM 188
School: Technology High School
Teacher: Dr. Immel
Category: Chemistry
Grade Level: 10
Project Title
CAN A BLACK LIGHT
SHOW INVISIBLE STAINS ?
Objective/Goals
I'm trying to determine if a Black light can show invisible stains.
Hypothesis
If I spill grape jucie on carpet and clean until I can’t see it anymore, then will I be able to see where I
spilled the grape jucie under the Blacik light.
Methods/Materials
Black light, Carpet, Grape Jucie, Hot Chocolate, Coffee, Mud, Milk, Diet Pepsi, Chocolate Ice Cream,
Carpet Cleaner, and Terry Cloth Towels. My method was to clean the stain until I couldn't see it
anymore and shine the Black light on it and see if it will show the stain.
Results
What I discovered was that the black light was showing the cleaner that i used instead of the stain, but
on 3 out of 7 it showed the stain.
Conclusions/Discussion
My hypothesis was prove false because i said grape jucie but on the other stains it was proved true.
Summary Statement
The project is about if a black light can see invisible stains.
Help you received
Place
Additional Awards
Second / Red Ribbon
43
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Jonathan Barnes
2.
CHEM 189
School: Technology High School
Teacher: Mr. Weaver
Category: Chemistry
Grade Level: 11
Project Title
DOES LIQUID DENSITY AFFECT ABSORBTION ?
Objective/Goals
If the density of a given liquid affects its rate and volume of absorbtion.
Hypothesis
If a liquid has a low density, then a greater quantity of it will be absorbed in a given time period.
Methods/Materials
Distilled Water, Salt, Acetone, timer, Shamwows(absorbent material), graduated cylinder.
Results
Liquids with a higher density are more easily absorbed than a liquid with a low density.
Conclusions/Discussion
Objectives were met and the hypothesis was not supported. Errors: Absorbant materials and the
evaporative qulities of Acetone.
Summary Statement
The comparison of different liquids and their volumes of absorbtion.
Help you received
Mom helped with Mirosoft Excel, Dad helped make Brine soulution.
Place
Additional Awards
Second / Red Ribbon
44
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Loreen Atallah
2.
CHEM 190
School: Technology High School
Teacher: Mr. Weaver
Category: Chemistry
Grade Level: 11
Project Title
THE MOST EFFICIENT WAY TO COUNTERACT HYPOGLYCEMIA IN DIABETIC PATIENTS
Objective/Goals
In this project, I will test different foods to see which ones raise your blood sugar fastest.
Hypothesis
If someone has low blood sugar, then glucose tablets should be the best remedy.
Methods/Materials
I used a glucometer to test the subject's blood sugar before, and every 15 minutes after they ate the test
food.
Results
Though results varied, it seemed that overall, Lifesavers have the subjects the highest blood sugar boost,
with apple juice coming in second. Surprisingly, the glucose tablets were not the most efficient,
considering that they were made for that purpose. Apple slices had more calories and sugar than the
Lifesavers, but were not very efficient.
Conclusions/Discussion
My hypothesis was incorrect, as the glucose tablets did not provide the highest blood sugar raise, & had
the 2nd lowest results overall. These experiments were done strictly on diabetic patients, as their bodies
process sugar differently.
Summary Statement
My project is an experiment to see which foods raise your blood sugar the fastest.
Help you received
Mother helped take blood sugar recordings.
Place
Additional Awards
First / Blue Ribbon
45
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Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Michaela Worona
2.
COGN 100
School: St. Francis Solano School
Teacher: Mr. Lou Morton
Category: Cognitive Science (Jr. Division)
Grade Level: 7
Project Title
THE STROOP EFFECT
Objective/Goals
The goal of my project was to find out if the Stroop effect is accurate when using any other variables
besides colored words. I tested several people and came to the conclusion that Stroop’s theory works
accurately with other variables.
Hypothesis
As my hypothesis, I predict that it will take the participants at least twice as long, or 100% more time, to
identify the animals when the labels are incorrect compared to when they are correct.
Methods/Materials
To perform my experiment, I showed participants a diagram of animals labeled with correct names and a
diagram of the same animals labeled with incorrect names. I determined how long it took the
participants to name every animal on the correctly labeled diagram. I recorded those results and repeated
the procedure. Next, the participants had to recite the animal names on the diagram with the incorrect
labels. I tabulated and graphed the results. I compared the compared the times.
Results
After testing all of my participants, I concluded that each person had more trouble when reciting the
animals with the incorrect labels. It took many people several seconds longer the second time. John
Ridley Stroop’s thoery can be tested with a number of different variables and still be accurate.
Conclusions/Discussion
After testing all of my participants, I concluded that each person had more trouble when reciting the
animals with the incorrect labels. It took many people several seconds longer the second time. John
Ridley Stroop’s thoery can be tested with a number of different variables and still be accurate.
Summary Statement
For my science fair project, I decided to test the Stroop effect by showing participants a diagram with
correctly labeled animals, and one with incorrectly labeled animals.
Help you received
My dad helped me with my project by purchasing the materials, editing what I wrote, and helping me
glue some things to my board.
Place
Additional Awards
First / Blue Ribbon
46
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Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Austin Gabbert
2.
ERTH 195
School: Mary Collins at Cherry Valley School
Teacher: Carrie Caudle
Category: Earth & Planetary Sciences
Grade Level: 6
Project Title
PHOTOSYNTHESIS
Objective/Goals
I will compare different plants, water & soil types, in different light conditions and determine if their
process of photosynthesis is different. I will also measure how high the plants grow during the
photosynthesis process from beginning to end. I want to expand my knowledge about plants and their
environment.
Hypothesis
If the plant has more light does photosynthesis make it grow larger?
Methods/Materials
I will watch & record the leaf grown and development of two sets of plants. Each set will have one
water plant and one soil plant. One set will have more light exposure. This project is very safe for I'm
only going to experiment with non-toxic plants and leaves.
Results
[As of February 2nd, data collection is still in progress.]
Conclusions/Discussion
[As of February 2nd, data collection is still in progress.]
Summary Statement
The project I am planning to do is a study of photosynthesis and whether it differs in different plant
types.
Help you received
My Mom helped me type the paper and use the computer.
Place
Additional Awards
Third / White Ribbon
47
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Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Taylor Spooner
2.
ELEC 200
School: Guerneville School
Teacher: Kari Johnson
Category: Electronics & Electromagnets
Grade Level: 6
Project Title
GLOWING PICKLE OR EXCITED SODIUM IONS ?
Objective/Goals
Whether or not the sodium in a pickle will conduct electricity and allow it to glow.
Hypothesis
Will a pickle with high sodium content glow brighter than a pickle with low sodium content?
Methods/Materials
I cut the female end off an extension cord and attached bear wires into each probe. Then I inserted the
probes into opposite ends of a pickle. I plugged the mate end into transformer. Put the kosher pickle on
the stand and turn the transformer on lowest setting. Plug the cord into outlet and turn off the lights.
Repeat the test with dill pickle.
Results
The kosher pickle with 440 grams of sodium started glowing in 24 seconds for 1 minute. The Dill
pickle with 4860 grams of sodium started glowing in 34 seconds for 54 seconds. The dill pickle glowed
brighter and more of it (greater percentage) lit up.
Conclusions/Discussion
Even though the kosher pickle with less sodium glowed longer, it did not glow brighter. The dill pickle,
with more sodium, glowed brighter therefore supporting my hypothsis.
Summary Statement
My project was trying to show that sodium ions will conduct electricity.
Help you received
My Dad helped me build my project.
Place
Additional Awards
48
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Alex Katz
2.
ELEC 201
School: Orchard View Charter School
Teacher: Sunny Galbraith
Category: Electronics & Electromagnets
Grade Level: 6
Project Title
WHAT
TYPE OF HAM RADIO ANTENNA HAS THE HIGHEST EFFECTIVE RADIATED POWER
(ERP)?
Objective/Goals
My goal is to determine what type of antenna, rubber ducky, J-pole, or loop will have the highest
effective radiated power (ERP).
Hypothesis
If we send signals from each of the three antennas, then the signal from the J-pole will have the highest
effective radiated power.
Methods/Materials
I built a field strength meter using a diode, alligator clip wires and a micro-amp meter. I set up a j-pole
antenna using ladder line, coaxial cable, and a connector. I built a wire loop antenna with wire,
connected it to a resonance meter, and adjusted the length until it was resonating at 147 mHz. I also used
a rubber ducky antenna. To compare the three antennas, I connected them one at a time to my HAM
radio, sent radio signals, and measured them with the field strength meter.
Results
I found out that the loop antenna had the most signal strength when it was pointed broadside at the
signal strength meter. The next strongest was the J-pole, which was stronger than the loop antenna
pointed null-side. The weakest one was the rubber ducky antenna.
Conclusions/Discussion
My hypothesis was proved wrong by my results. I think the reason that my hypothesis was wrong was
that the broadside loop antenna was a directional signal (pointed at the signal meter), whereas the J-pole
and rubber ducky antennas put the same signal out in all directions, resulting in lower signal strength.
When the loop antenna was pointed null-side, the signal was going parallel to the signal strength meter,
and the signal that the meter was receiving was very weak.
Summary Statement
My project is about comparing the strength of the HAM radio signals that three different types of
antennas radiate.
Help you received
My science teacher’s father (who is a HAM radio expert) helped me make, set-up and test the antennas.
He also helped me make a signal strength meter. My science teacher helped type this report and helped
me make a data chart on the computer. My mother helped me put together the presentation board.
Place
Additional Awards
First / Blue Ribbon
49
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Ankur Goswami
2.
ELEC 202
School: Rincon Valley Middle School
Teacher: Lynn Ashmore
Category: Electronics & Electromagnets
Grade Level: 7
Project Title
HARNESSING WIND ENERGY WITH WIND TURBINES
Objective/Goals
To study the impact of material, weight, flexibility, pitch and number of blades on power produced by a
wind turbine.
Hypothesis
More number of blades made out of light and stiff material will produce more power.
Methods/Materials
Wind turbine, sheets of Balsa wood, Coroplast, Plastic, and PVC, voltmeter, ampmeter, fans, and mini
incandescent bulb.
Results
Three blades for most materials produced more power compared to four or two blades. Out of the four
materials, the stiffest material with medium weight, coroplast produced the most power with three
blades. Around 10 degrees of pitch produce most power with three coroplast blades.
Conclusions/Discussion
Material weight, flexibility, pitch and number of blades all impact the amount of power produced by a
wind turbine. My hypothesis that more number of blades of light material will produce more power was
incorrect. But stiff material was ideal.
Summary Statement
My project shows that small variations on wind turbine blades could have an impact on power produced
Help you received
My father helped cut out the blades.
Place
Additional Awards
First / Blue Ribbon
50
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Mitchel Reesink
2. Donovan Eral
ELEC 203
School: Guerneville School
Teacher: Kari Johnson
Category: Electronics & Electromagnets
Grade Level: 7
Project Title
LEYDEN JARS
Objective/Goals
The reason we chose this experiment was because we wanted to see if leyden jars really worked and if
they did, how big could the sparks get?
Hypothesis
Our hypothesis was if our leyden jar was charged at full capacity, then the spark will not be larger than
two inches.
Methods/Materials
We took the jar and filled it with 80% water then added 5 teaspoons of salt. Then, we took the drill and
drilled a hole in the center of the lid. We put a galvanized nail through the hole, making sure that it
reached the water. Then we glued it and put aluminum foil or AL tape all the way around the jar. Then
we made the electrophorus by taping the styrofoam cup to the center of the pie pan.
Results
We took the electrophorus to the TV and put it on the screen. We took the leyden jar and put the nail
close to the electrophorus. We would see a spark. To test to see if the leyden jar held the charge we
brought the wire close to the nail and we would see a spark. We charged our leyden jar several times and
got the spark distances: 1/4 in., 3/8 in., 1/4 in, and 3/4 in.
Conclusions/Discussion
We proved our hypothesis true because none of our tests made a spark that was bigger than an inch.
Summary Statement
Our experiment was about testing to see if old fashioned batteries (leyden jars) worked.
Help you received
Parents helped gather materials.
Place
Additional Awards
51
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Stephen Ausburne
2.
ELEC 204
School: Guerneville School
Teacher: Kari Johnson
Category: Electronics & Electromagnets
Grade Level: 7
Project Title
CAN A SPARK JUMP THROUGH NON -CONDUCTING MATERIALS?
Objective/Goals
I wanted to learn more about electricity and conductivity.
Hypothesis
If I block the spark gap between two metal spheres with non-conducting materials, then the spark will
not jump the gap to the next sphere.
Methods/Materials
Get a non-conducting surface to hold the two spheres and the barbecue starter electrodes. You also need
a ruler for measuring the distance between them. Hold the electrodes in place with electrical tape. The
ground electrode remains in place. Then move the positive electrode when changing the gap distance
between the conducting spheres. Place the conducting spheres on the cardboard "V-groove" with an air
gap between them. Measure the distance between the air gap.
Results
The above procedure is repeated three times to be sure that the results were consistent. During the
control test, the spark jumped all three times but it didn't jump through the plastic in test 1 and 2. The
spark jumped through the paper and tinfoil all three times.
Conclusions/Discussion
My results did not support my hypothesis. A spark can jump through non-conducting materials.
Summary Statement
My project was to see whether or not electricity could jump through non-conducting materials.
Help you received
My Mom helped me type.
Place
Additional Awards
Third / White Ribbon
52
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Steven Owen
2.
ELEC 205
School: Fort Ross School
Teacher: Mr. Hammer
Category: Electronics & Electromagnets
Grade Level: 8
Project Title
HOW TO BUILD
AN ELECTRIC MOTOR
Objective/Goals
How fast a simple electric motor will go.
Hypothesis
I think the motor with the most powerful electro magnet will probably go the fastest and will also
probably spin the fastest.
Methods/Materials
Battery holder, batteries, laminated copper wire and 8 gauge wire.
Results
The electro magnet with the most windings spun the fastest.
Conclusions/Discussion
It turned out that the motor with the most windings went the fastest but was also the hardest to get to go,
same for the second biggest one. For some reason the smallest one was the easiest to get to go; you just
put it on the axle and it spins. I think this is because the more windings you do, the more bulky and
unorganized it is, so it won't be as smooth as the small one thus not allowing it to go as fast.
Summary Statement
My project is all about simple electric motors called Beakman motors.
Help you received
My mom helped me get the equipment.
Place
Additional Awards
53
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Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Bella Santia
2.
ENVR 104
School: Mary Collins at Cherry Valley School
Teacher: Carrie Caudle
Category: Environmental Science (Jr. Division)
Grade Level: 6
Project Title
WHAT
IS THE BEST FERTILIZER FOR PLANT GROWTH ?
I'M NOT
TOO SURE IF THAT TITLE WILL STICK.
Objective/Goals
I'm trying to determine whether organic fertilizer, inorganic fertilizer, or no fertilizer will best help the
plant growth of radishes, wild rocket, or dwarf french beans.
Hypothesis
If I use inorganic fertilizer, the plants will be more developed than the organic fertilized plants and
unfertilized plants.
Methods/Materials
I used organic soil, organic fertilizer, 4-4-4, inorganic fertilizer, 0-10-10, and 100% biodegradable JiffyStrips planting pots.
Results
Only two of the seeds sprouted, the radishes and wild rockets. the inorganic and unfertilized radiches
took 5 days to germinate and the organic fertilized radish took 6 days to germinate. The inorganic
fertilized radish had the tallest sprout. The inorganic fertilized wild rocket to 7 days to germinate, the
organic fertilized wild rocket took 5 days, and the unfertilized wild rocket took 6 days. The unfertilized
wild rocket was the tallest sprout.
Conclusions/Discussion
I thought the inorganic fertilized seeds would have germinated sooner. My prediction only relates to the
radishes. The unfertilized wild rocket was taller than the inorganic and organic fertilized wild rockets!
If I did this project again I would definitely allow more time for my plants to grow. I could also grow the
seeds in the dark for a different experiment.
Summary Statement
My project is about which fertilizer is best for plant growth.
Help you received
A woman at a nursery helped me find fast growing plants; My dad bought the plants and soil and
fertilizer; My mom proof-read my summary; My science teacher helped me out with getting me on the
right track and helped me mentally prepare for my project.
Place
Additional Awards
Second / Red Ribbon
54
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Kyle Sheridan
2.
ENVR 105
School: Monte Rio School
Teacher: Mrs. Barnard
Category: Environmental Science (Jr. Division)
Grade Level: 6
Project Title
POLLUTION
IN
RIVERS
Objective/Goals
The effects of different oils in water.
Hypothesis
Methods/Materials
In process
Results
In process
Conclusions/Discussion
In process.
Summary Statement
Study of oil pollution in river system.
Help you received
Teachers with discussion.
Place
Additional Awards
55
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Kendra Spicher
2.
ENVR 106
School: Mary Collins at Cherry Valley School
Teacher: Carrie Caudle
Category: Environmental Science (Jr. Division)
Grade Level: 7
Project Title
PERIDOTITE: A SOLUTION
TO
GLOBAL WARMING?
Objective/Goals
Will peridotite be able to soak up the carbon dioxide that comes from pop rocks or baking soda? How
much and how quickly?
Hypothesis
If peridotite is used with baking soda and vinegar or pop rocks and water, more carbon dioxide will be
absorbed.
Methods/Materials
balloons, flashlight, yardstick, 2 jars, 8 packets of pop rocks, peridotite, baking soda, vinegar, funnel
Measure balloon.
Results
[As of February 2nd, data collection is still in progress.]
Conclusions/Discussion
[As of February 2nd, data collection is still in progress.]
Summary Statement
A study to see if peridotite may help slow down global warming by measuring absorption of CO2.
Help you received
Father helped obtain peridotite and set up experiment; Ms. Caudle helped proofread my summary.
Place
Additional Awards
First / Blue Ribbon
56
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Carol Shi
2. Sonia Bhatt
ENVR 107
School: Rincon Valley Middle School
Teacher: Lynn Ashmore
Category: Environmental Science (Jr. Division)
Grade Level: 7
Project Title
SALT
IN
FRESH WATER AND THE ORGANISMS ’ REACTIONS
Objective/Goals
We were trying to find out what happens to organisms when salt water mixes with fresh water as a result
of global warming and the ocean rising to meet units of fresh water such as lakes or rivers.
Hypothesis
If salt happens to combine with fresh water, then the organisms of the original fresh water unit would
not survive the sudden change.
Methods/Materials
Results
The results were that most organisms perished with the salt combined because they could not adapt to
the sudden change in water. However, only a couple survived perhaps because they were faster to adapt
or had stronger bodies to cope with the salt. This relates to our objective because we now know that
most organisms will die so we have to prevent the oceans from rising and global warming from
continuing to lay its wrath on the planet.
Conclusions/Discussion
The results met our hypothesis somewhat because even though many organisms died, some remained
alive. It met our objective to find out if global warming really became out of hand, that we should take
the immediate action that we already should have, to protect the planet. An error was not collecting the
same number of organisms in each of the jars which differed the ratios of surviving organisms and made
it much more complicated.
Summary Statement
Our project is about the results of global warming when the earth's oceans rise to mingle with fresh
water, and what would occur to the organisms in the fresh water.
Help you received
Mrs. Macchia lent us some jars to use for collection water; Mrs. Macchia also let us borrow a
microscope to view the organisms; Mrs. Morrison helped us with the project and coached us on what to
do
Place
Additional Awards
Third / White Ribbon
57
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Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Louis Rampone
2.
GENS 210
School: Guerneville School
Teacher: Kari Johnson
Category: General Sciences
Grade Level: 7
Project Title
CAN YOU CATCH IT!
Objective/Goals
The purpose of my project was to see if pine tar helped me catch the football.
Hypothesis
If I put pine tar on my hands because it is sticky I will catch the football more often then if I put
cornstarch on my hands which will make it slippery.
Methods/Materials
Wash hands and dry them well. Have another person throw the football to me as I am running to catch
the pass. The way you catch the football is you run at a 45 degree angle toward the thrower. The first
test is with nothing on my hands. Try to catch 50 throws. Record results. Then do the same test with
pine tar on your hands and then one cup of cornstarch.
Results
I caught more footballs with pine tar on my hands than with cornstarch. However, I caught more with
bare hands than with pine tar.
Conclusions/Discussion
My hypothesis was supported. I caught the ball more often with pine tar on my hands than with
cornstarch.
Summary Statement
I was trying to show that it is easier to catch a football with something sticky and that friction has
something to do with gripping the ball.
Help you received
My Dad helped throw the ball to me and my Mom took pictures.
Place
Additional Awards
Second / Red Ribbon
58
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Megan Cheatham
2.
GENS 211
School: Guerneville School
Teacher: Kari Johnson
Category: General Sciences
Grade Level: 7
Project Title
STATIC ELECTRICITY
Objective/Goals
I was trying to make a cheerio stick to a comb after the comb was rubbed by a natural or synthetic
material. I wanted to see if natural materials had more static electricity than synthetic.
Hypothesis
If I rub a comb with a natural material, then it will have a bigger charge than if I rub it with a synthetic
material.
Methods/Materials
I taped 6 pieces of 12 in string on a table and put a cheerio on the end of each string. Then I washed the
comb so there are no oils on it. Next I rubbed the comb on my hair and put the comb about 1 1/2 inches
away from the first cheerio and timed how long it stuck and recorded it, then I did the same steps with
wool, cotton, polyester, felt, and satin.
Results
My cheerio stuck to my hair the longest and that was a natural material. Two of my synthetic materials
stuck to the cheerio but only one natural material stuck to the cheerio. I think it did this because hair has
a lot of charges in it.
Conclusions/Discussion
My hypothesis was supported because the material that stuck the longest was hair. It was still surprising
to me that more synthetic materials stuck compared to natural materials.
Summary Statement
My project was mainly about comparing the static electricity of synthetic and natural materials.
Help you received
My Mom helped me with the typing and helped fit everything on my board. Mrs. Johnson supplied some
of the materials.
Place
Additional Awards
59
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Connor Gieseke
2.
GENS 212
School: Guerneville School
Teacher: Kari Johnson
Category: General Sciences
Grade Level: 7
Project Title
SOFT CHINED
VS
HARD CHINED
Objective/Goals
In my project I was trying to prove which kayak, soft chined or hard chined, would get a better time on a
course that involved all things a kayak would need to do.
Hypothesis
If I time a hard chined kayak and a soft chined kayak on the same course, the hard chined kayak will
have a faster time than the soft chined kayak because the hard chined kayak has more stability.
Methods/Materials
I made the course with bricks and water bottles on the Russian River. The course needed to have tight
turns and straight aways to measure how the kayak performs in all situations. Try to do the experiment
on a day where it's not windy outside. The bricks will act as anchors and the bottles will act as bouys. I
will have my uncle, an experienced kayaker, do the course with both types of kayaks. I will perform
each kayak test twice, time each test, and record the times.
Results
The soft chined kayak got a better time than the hard chined kayak by far. See table for times. The soft
chined kayak did better because it has less stability, so it could turn faster.
Conclusions/Discussion
My results did not support my hypothesis because the soft chined kayak got a better time.
Summary Statement
My project is about kayaks and how their shape effects the kayak's speed and agility through the water.
Help you received
My uncle did the runs and supplied the materials.
Place
Additional Awards
Second / Red Ribbon
60
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Tiffany Blanton
2. Olivia Welch
GENS 213
School: Technology High School
Teacher: Mr. Weaver
Category: General Sciences
Grade Level: 9
Project Title
DO BUGS PREFER ARTIFICIAL
OR
NATURAL SUGAR?
Objective/Goals
What are bugs, such as ants and fruit flies more attracted to, artificial or natural sugars?
Hypothesis
If a bug had to choose between artificial or natural sugar, then they would prefer natural sugar.
Methods/Materials
We placed bugs in a terrarium with 4 types of sugars and observed, for a minimum of 24 hours, which
sugars the insects chose.
Results
Our results are that insects prefer artificial sweeteners. The results relate to our objectives in that ants
and fruit flies wanted to eat unatural food by consuming artificial sugar.
Conclusions/Discussion
My results did enable me to meet my objective, (We found out which sugar fruit flies and harvester ants
prefer.) Our hypothesis was wrong. Fruit flies and harvester ants like fake sugar. An error we thought of
was the scale could be off.
Summary Statement
We tested which sugars attracted fruit flies and ants the most, artficial or natural sugars.
Help you received
Tiffany Blanton’s mother helped to place and take the bugs in and out of the terrarium.
Place
Additional Awards
First / Blue Ribbon
61
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Zack Haiman
2. Trenton Hatch
GENS 214
School: Technology High School
Teacher: Mr. Weaver
Category: General Sciences
Grade Level: 9
Project Title
THE UNDERWATER ULTRA AWESOME SUBMARINE
Objective/Goals
We were trying to build an underwater submarine with observation capabilities from scratch while
learning the scientific principles that are involved. However, our first submarine’s circuit board broke,
and so are goals changed to creating an underwater submarine from pre-fabricated materials.
Hypothesis
Methods/Materials
Materials: Acrylic pipe and lids,epoxy, duct tape, camera, 9 volt and AA batteries.motor device, premade submarine, waterproof casing, sandpaper, lead weights, and wires.
Procedure Submarine A: First holes were into the pipe, then wires were spliced and motor device was
inserted. Next, wires were reconnected, holes and the lids were sealed, and finally weights were taped
on. Submarine B: Waterproof casing containting the camera, its battery, and weights was taped to the
pre-made sub.
Results
Submarine A: Circuit board broke during fine tuning, so it was rendered useless. Goals were revised and
then Submarine B was created and worked very successfully. We were able to clearly see what goes on
underneath the surface of the water and learned about many scientific principles that related to our
project.
Conclusions/Discussion
Our results let us reach our objective. We were successfully able to observe underwater activity while
learning about the scientific principles. trial and errors occurred when trying to find the perfect wait for
the submarines. Ultimately, it was 380 grams of weight that did the trick. We studied pressure,
bouyancy, Archemede's principle, light absorbation and refraction, and radio waves and applied what we
learned to the submarine for the best results. Ultimately, it was a success.
Summary Statement
Our project was about creating an underwater device with obeservation capabilities and applying
scientific principles to our project to make it run the most effectively.
Help you received
Father loaned us materials and with planning the submarine. Mother helped by reading and suggesting
ideas to improve the write up.
Place
Additional Awards
62
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Husna Hadi
2. Lindsey Pedroncelli
GENS 215
School: Technology High School
Teacher: Mr. Weaver
Category: General Sciences
Grade Level: 9
Project Title
WILL
FABRICS WITH LOW DENSITY KEEP WATER WARMER?
Objective/Goals
If low density fabrics have higher insulation rates (will keep objects warmer) than high density fabrics.
Hypothesis
If a cup of boiling water is wrapped in wool and fleece, then it will stay warmer than cup wrapped in
other fabrics, because wool and fleece are less dense than the other fabrics.
Methods/Materials
Measure the temperatures of boiling water wrapped in different types of fabric (we used fleece, wool,
cotton, burlap, and denim) every fifteen minutes for 75 minutes.
Results
By the end of the 75 mintues, the water wrapped in fleece was the warmest out of all the other cups.
Wool and cotton came in a close second, followed by denim, burlap, and the control.
Conclusions/Discussion
Our results did enable us to meet our objective. Our hypothesis was supported because the least dense
fabrics were the ones that kept the water warmer, while the higher dense fabrics kept the water cooler
than the lower dense fabrics.
Summary Statement
Fabrics with lower density tend to keep objects at a warmer temperature than higher densities fabrics.
Help you received
Lindsey's mom had the idea for the cup people used on our poster.
Place
Additional Awards
Second / Red Ribbon
63
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Graham Sarasy
2. Skyler Burwell
GENS 216
School: Technology High School
Teacher: Dr. Immel
Category: General Sciences
Grade Level: 9
Project Title
PURIFIYING WATER USING SUNLIGHT
AND BASIC
MATERIALS
Objective/Goals
We were attempting to create an accessible and effective water purification system.
Hypothesis
If we are able to create an effective water purification device, then we have the potential to make potable
water accessible to everyone.
Methods/Materials
14" by 24" Mylar Sheet, one lense, several alumium pans
Results
We were able to build an efficient and affordable water purification device that used only sunlight and
was able to make what would be "dirty" water and make it drinkable.
Conclusions/Discussion
Yes, we were able to design and assemble an effective device. Although with modifications i am
confident that it can be further perfected.
Summary Statement
Purify water using only sunlight and basic tools and materials that are found in everyday life.
Help you received
My mother assisted in design, as well as reviewing the lab report.
Place
Additional Awards
Second / Red Ribbon
64
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Jordan Larsen
2.
GENS 217
School: Technology High School
Teacher: Dr. Immel
Category: General Sciences
Grade Level: 11
Project Title
ANGLE OF ATTACK
Objective/Goals
The goal was to find at what angle will cause an aircraft to stall.
Hypothesis
If the test goes as planned, then I should find what angle causes the airplane to stall.
Methods/Materials
Plastic- is for making the wind tunnel.
Wood- is for the wing and the controls of the angle of the wing.
Fan- To create lift to find the results of the “angle of attack”.
Results
As the fan was turned on the speed was not enough wind to lift the wing up. After increasing more
power to the fan we could see that the wing began to climb. At 5 degree angle the wing was easily able
for lift. At 10 degrees the wing was able to lift. At 15 degrees the wing was able to lift but would start to
shake. At a 20 degree angle the was having a much harder time lifting. As the wing was tilted at a 25degree angle we could see that the airflow began to be very choppy and would made the wing drop. And
at a 30 degree angle the wing would not lift at all.
Conclusions/Discussion
From the studies of this experiment one can conclude that the angle of attack has a large role in whether
the aircraft will fly or not. At a 5 degree angle one could see from the evidence that the wing would
easily lift. But when put at a 25 or 30 degree angle the aircraft would not be able to fly causing it to go
into a stall leading to disaster. From the results this can tell that the pilot should not try to lift the aircraft
at 25 or 30 degree angle with out the given thrust needed.
Summary Statement
The project is about finding the differnet angles of “angle of attack”.
Help you received
A friends grandpa and my father.
Place
Additional Awards
First / Blue Ribbon
65
P
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Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Alisen Stasiowski
2.
PHYS 220
School: Fort Ross School
Teacher: Mr. Hammer
Category: Physics & Astronomy
Grade Level: 6
Project Title
MIXING LIGHT
TO
MAKE COLOR
Objective/Goals
How much color will you be able to see? What colors do you see?
Hypothesis
I think that my project will produce only some rainbow colors. You can see really bright colors and you
can create colors by using the basic primary colors.
Methods/Materials
I used 3 glasses, 2 flashlights, waxed paper, and red, green, and blue food coloring. I put the waxed
paper on the glasses, added water, and then I put the same amount of food colorig in each of the glasses.
Then I shined a flashlight on 2 of the glasses at the same time and it made color. Then I repeated that
same time.
Results
It produced yellow, white, light green, and violet.
Conclusions/Discussion
My hypothesis was supported and correct. The green and red made a yellow color, the green and blue
made light green, and the red and blue made a violet purple. If you hold the flashlight close to the
glasses the color would mix, but if you hold the flashlight away from the glasses it will separate the
colors.
Summary Statement
My project is Mixing Light to Make Color
Help you received
My mother heped me review my project, helped get pictures, and helped me set it up.
Place
Additional Awards
66
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Kirstyn Romeo
2. Nicole Romeo
PHYS 221
School: Fort Ross School
Teacher: Mr. Hammer
Category: Physics & Astronomy
Grade Level: 8
Project Title
LIFE AS
A C OMET
Objective/Goals
What cycles do comets go through during their existence?
Hypothesis
We believe that comets fly in the sky and release gases. Then when it comes into contact with something
else in space, it bursts apart breaking into tiny little pieces.
Methods/Materials
Water, ammonia, dirt, dry ice, dark corn syrup, 4 gabage bags, rubber glove, meat cleaver, large mixing
bowl and spoon
Results
The comet steamed from the carbon dioxide in our breath. It released gases out of small holes. After two
and a half hours, it looked like a small, ridged sphere. After four hours the comet had mostly melted and
evaporated. The more the comet melted, the more visible the dirt was.
Conclusions/Discussion
After a few hours of watching the comet melt and evaporate, we discovered that small jets of gas were
escaping through small holes in the still frozen water. As it did this, it made crackling noises. A couple
hours later, the comet became a crater filled ice ball. Then it continued melting just as a real comet
would when it's getting closer to the sun.
Summary Statement
Our project was to find out the cylces a comet goes thorugh during their existence.
Help you received
Used schools poster board, mother collected materials
Place
Additional Awards
67
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Chase Campion
2.
PHYS 222
School: St. Francis Solano School
Teacher: Mr. Lou Morton
Category: Physics & Astronomy
Grade Level: 8
Project Title
WHICH PROPELLER PITCH CREATES THE MOST THRUST?
Objective/Goals
I was trying to determine which propeller pitch would create the greatest amount of static thrust.
Hypothesis
My hypothesis is that the 9x6 propeller has the best qualities of both the high and low pitches, meaning
it will have the greatest static thrust.
Methods/Materials
Information on how to build an accurate thrust stand was obtained off the internet and built. The motor
was mounted on the thrust stand at the correct point. Next, the battery was charged fully and I conducted
six trials for each propeller with the throttle for the motor on full for each test. The battery was
recharged each test. The scale recorded the thrust in grams from the propeller.
Results
The results of the testing are that the 9x6 propeller created the most thrust, followed by the 9x7, then by
the 9x5, the 9x8, and the propeller with the least thrust created was the 9x4.
Conclusions/Discussion
The test results agree with my hypothesis that the 9x6 propeller will create the most thrust because it has
the traits of low and high pitch angles. This experiment shows that when it is necessary to have a fixedpitch propeller the 9x6 propeller would create the most thrust. Though the propeller would create the
most thrust, this doesn’t mean that the propeller would be the best for climb performance or fuel
economy.
Summary Statement
My project is about propeller pitch and its effect on static thrust.
Help you received
My mom bought the materials and helped with the final layout of the board. Otherwise I accomplished
the whole project by myself.
Place
Additional Awards
First / Blue Ribbon
68
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Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Daniel Eldred
2.
PROD 115
School: Fort Ross School
Teacher: Mr. Hammer
Category: Product Science (Jr. Division)
Grade Level: 7
Project Title
HOW TO BUILD
A WORKING HOVERCRAFT
Objective/Goals
Would a hovercraft with a circle body float better than one with a square body?
Hypothesis
I think that the circle body would float better, because it would have a smaller area to lift.
Methods/Materials
Jigsaw, electric drill, two sheets of plywood, construction plastic, several drill bit sizes small amount of
spray paint for the look.
Results
Contrary to my belief, the square one floated better, it may have been simply because the sides were
already lifted because I left it on its side overnight.
Conclusions/Discussion
My hypothesis was not supported.
Summary Statement
My project was to see which type of body would "hover" better.
Help you received
My mother helped me build it, and drove me to get supplies.
Place
Additional Awards
69
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Monica Furne
2.
PROD 116
School: St. Francis Solano School
Teacher: Mr. Lou Morton
Category: Product Science (Jr. Division)
Grade Level: 7
Project Title
WHICH DIAPER IS
THE
MOST ABSORBENT?
Objective/Goals
I was trying to determine which diaper could have the most absorbency. Which Diaper is the Most
Absorbent?
Hypothesis
If Pampers Cruisers had the best absorbency than other brands in the market, then it would be the diaper
with the most absorbency in my result.
Methods/Materials
The materials that I used for this project were four different types of diapers, medium sized bowls, and
550ml. of water. The methods were taking the center part of the diaper and putting it in water for about
three minutes. Then you would take the extra water that the diaper left in the bowl and subtract it from
the total amount of water (550ml.). After that, do the same with the rest, and average the results.
Results
My results for this experiment were that there was another brand with higher absorbency.
Conclusions/Discussion
The results of my test indicate that this hypothesis was incorrect. “Huggies Snug and Dry” had the best
absorbency. There was no error in my result.
Summary Statement
My project was about the absorbency of diapers.
Help you received
My dad helped me with my project by showing me how to make graphs on the computer.
Place
Additional Awards
First / Blue Ribbon
70
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Emily Wirick
2.
PROD 117
School: St. Francis Solano School
Teacher: Mr. Lou Morton
Category: Product Science (Jr. Division)
Grade Level: 7
Project Title
ARE MASCARA BRAND PRODUCTS ALWAYS WHAT THEY CLAIM TO BE?
Objective/Goals
I was trying to determine if mascara brand products were what they claimed to be.
Hypothesis
My hypothesis was that the four different brands of mascara would come out about the same because I
didn’t think they were made all that differently even though they were priced differently.
Methods/Materials
I purchased four different types of mascara to test for waterproof, smudge resistance and ease of
removal. I then purchased small brushes to apply. For the waterproof and smudge proof test I used
water. For the removal test I used make up remover. I swirled the brush in water for the smudge and
water test, then I taped it down to plastic and rubbed my finger to see what the results were. I did the
same thing for the removal test but instead of water I used make-up remover.
Results
I compared the results by scoring each of the tests and totaling the scores each mascara product brand.
While some products scored higher than others in each of the tests, the total of the scores came out to be
the same amount.
Conclusions/Discussion
My hypothesis was that each of the products would come out to be about the same and my conclusion
did match my hypothesis.
Summary Statement
My projects is about looking to see if the most expensive mascara product is always the best product or
if they are always what they claim to be.
Help you received
My father helped me with this project. He helped me by letting me know the right tools for the project
and the proper glue and paper for this particular activity. He also showed me how to measure my board
and find the center to lay everything out before I glued so I knew it would all fit.
Place
Additional Awards
Third / White Ribbon
71
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Sofia Jeremias
2.
PROD 118
School: St. Francis Solano School
Teacher: Mr. Lou Morton
Category: Product Science (Jr. Division)
Grade Level: 7
Project Title
TESTING PAPER
Objective/Goals
I tested various types of paper, two of which were homemade and one that was store-bought. I wanted to
find out which paper was the strongest.
Hypothesis
I thought that my paper made of recycled newspaper would be the strongest because it is made of
stronger fibers.
Methods/Materials
After making two kinds of paper and purchasing a third type, I attached a paperclip to a plastic bag and
began putting quarters (25cent pieces) into the bag to measure their strength. I made the paper from
toilet paper, leaves, and recycled newsprint. I used a blender, starch, and water to make the papers.
Results
The recycled newspaper was the strongest paper. The second was the purchased printer paper, and the
weakest, my paper made from leaves and toilet paper.
Conclusions/Discussion
My hypothesis matched the results and the recycled newspaper was the strongest.
Summary Statement
My project was on testing the strength of different types of paper; two homemade and one purchased.
Help you received
My parents helped me. My stepfather helped me construct the screens for the paper and edited my
writing. My mother helped me format my project to make it aesthetically pleasing.
Place
Additional Awards
First / Blue Ribbon
72
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. Nick Grgich
2.
PROD 119
School: St. Francis Solano School
Teacher: Mr. Lou Morton
Category: Product Science (Jr. Division)
Grade Level: 8
Project Title
TAGGED! ARE
PERMANENT INK MARKERS USED FOR GRAFFITI
“TAGGING ” REALLY
PERMANENT?
Objective/Goals
I chose this experiment because I noticed that when we try to remove graffiti from a building we own in
San Francisco, sometimes it comes off easily and sometimes it doesn't. I began to wonder if permanent
markers were really permanent.
Hypothesis
If permanent markers are placed on various surfaces then acetone will remove them faster than other
cleaning agents.
Methods/Materials
I used nail polish remover, rubbing alcohol, toothpaste, vinegar, bleach on a wood shingle, concrete
shingle, painted wood, unglazed tile, clear glass, and sheet metal. I gathered, labeled and prepared my
testing surfaces, measured my ingredients. After using an electric toothbrush dipped in solution to
remove the marker dots for the two minutes on the toothbrush timer, I recorded the results.
Results
After all dots were scrubbed, only acetone treated dots on most surfaces were removed which proved my
hypothesis was correct that acetone will remove permanent markers from more surfaces faster than other
cleaning agents.
Conclusions/Discussion
Acetone will remove permanent markers from more surfaces faster than other cleaning agents. The
Marks-A-Lot marker overall cleaned off easier than the Sharpie or Sanford Magnum 44. Permanent
markers on glass could be removed by virtually all of the liquids. Permanent markers on wood could not
be removed or reduced. In my observation, the more porous the surface, the harder it is to remove
permanent markers.
Summary Statement
The purpose of my project was to find out how various recommended cleaning agents affect the removal
of markers labeled as “permanent”.
Help you received
Since graffiti is done with permanent markers purchased by kids under eighteen years old, I needed an
adult just to buy them! My dad cut the building materials into similar sizes although my grandfather
supplied and cut the corrugated tin I used for my title sign.
Place
Additional Awards
Second / Red Ribbon
Northern California Chapter of the American Vacuum Society Science and
Technology Award: 2nd Place, $50.00
73
Sonoma County Science Fair, Wednesday, Feburary 11, 2009
Name(s)
Project Number
1. John Morton
2.
PROD 120
School: St. Francis Solano School
Teacher: Mr. Lou Morton
Category: Product Science (Jr. Division)
Grade Level: 8
Project Title
IS YOUR ‘MASTER LOCK ’ REALLY “TOUGH UNDER FIRE?”
Objective/Goals
To test whether Master Locks (padlocks) are as tough as the ads say they are, and to duplicate tests seen
on the TV show “Myth Busters.”
Hypothesis
I predict Master Lock will be able to withstand a .22 LR caliber rifle. A cheaper brand, Helping Hand,
will not. A more powerful rifle, 5.56 NATO will destroy the padlocks.
Methods/Materials
Cautiously, under adult supervision, shoot the two brands of locks from a distance of 25 yards, with
three different loads of .22 inch ammunition, and compare how well the locks held up.
Results
The Master Locks always remained locked, after impact from three different rifle loads; just like the TV
commercials. The less expensive Helping Hands locks were rendered inoperable, or were destroyed, in
all three tests.
Conclusions/Discussion
I would recommend paying the extra money for a Master Lock if you are trying to protect something of
value. The Master Lock remained locked, as designed, even after a hit from a high powered rifle.
Summary Statement
Master Lock padlocks perform as advertised, and are “tough under fire.” Their competitors are not.
Help you received
Place
Additional Awards
Third / White Ribbon
74