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ISSN 1913-1925
1.2008
project reports • case studies • science book reviews
CANADIAN
YOUNG SCIENTIST
JOURNAL
Multidisciplinary Peerreviewed Publication
Physics, Math, Environmental Studies, Life Sciences and Science Education
Make Your Ideas Known
EditorinChief
Design and Preprint
Communications
Technical Editing
Webmaster
Copyright ©2008
Cover page art
Alexandre Noukhovitch
Anna Morozova, Leon Jarikov
Janey Noukhovitch
Daniel Kats
Kefan Xie
n2n Networks Consulting
Vlad Katkov
www.cysjournal.ca
A Forum for the Next Generation of Canadian Thinkers
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Content
Gerry Connelly, Director of Education, Toronto District School Board
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Editorial
Alexandre Noukhovitch, Ph.D., Secondary Teacher, Northview Heights SS, TDSB
Fostering a New Generation of Canadian Scientists . . . . . . . . . . . . . . . . . . . . . .5
Applied Math
Mohammadsadegh Mansouri
Bubbles – Wonders of Nature
Reviewer: Jacob Tsimerman, Ph.D. candidate, Department of Mathematics,
Princeton University, USA. Canadian firstplace medallist of the 45th International
Mathematical Olympiad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Physics – Aerodynamics
Vladislav Ternovsky
A Hole in a Wing: Not Always a Bad Thing
Reviewer: Professor Jim Laframboise an expert on fluid mechanics,
Physics Department, York University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Environmental Studies
Vladimir Joukov
Getting Involved: Environmental Outlook and Renewable Energy
for Classroom Illumination
Reviewer: Susan Reed Tanaka, LEAD Canada (Leadership for Environment
and Development), Manager – Engineering Department,
Toronto Transit Commission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Teacher Resources
Daniel Muttiah, Secondary Teacher, Northview Heights SS, TDSB
Curriculum Activity: Writing a Scientific Paper . . . . . . . . . . . . . . . . . . . . . . . . .25
Instructions for Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
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G. Connelly FOREWORD
Foreword
for the Canadian Young Scientist Journal
As a former Science educator, I am particularly pleased to have the opportunity to con
tribute to the first issue of the Canadian Young Scientist Journal. Reading the articles, I
see that they demonstrate the wide range of student interest in Science, from the Applied
Math contained in the study of Bubbles, through the Aerodynamics involved in wind
power, to the passion inspired in many young scientists in our schools as they search to
find energy solutions to Global Warming.
This is a result of the fact that Science has come to play an increasingly important role
in all aspects of our lives, and its impact everywhere will continue to grow. The creation of
this new scientific journal, developed by our own TDSB students at Northview Heights for
use by students across the country, is concrete evidence of the growth of Scientific
Literacy, the goal of science education across the world. In the Ontario Science
Curriculum, Grades 11 and 12, Scientific Literacy is defined as “possession of the scien
tific knowledge, skills and habits of mind required to thrive in the sciencebased world of
the twentyfirst century.”
The research content of the articles in the journal is further proof that the study of
Science is not only theoretical, but also an actionoriented and hypothetical discovery
enterprise operating within a social and ethical context.
What is extraordinarily impressive about the structure and content of the Journal, how
ever, is the courage the students demonstrate not only to have their work reviewed by
experts in each field, but also to have those reviews published alongside each article.
This element moves the Journal to a truly professional level, because one of the most
important characteristics that young people who want to be successful in the twentyfirst
century need to develop, is the capacity to seek and accept constructive criticism.
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CANADIAN YOUNG SCIENTIST JOURNAL #1-2008
I extend my congratulations to the student scientists, Mohammadsadegh Mansouri,
Vladimir Joukov, and Vladislav Ternovsky, and my deep gratitude to Alexandre
Noukhovitch and Daniel Muttiah, extraordinary educators at Northview Heights. Thank
you to Principal, Sandra Tondat and Superintendent GenLing Chang for demonstrating
leadership that nurtures curiosity, creativity and innovation, all characteristics necessary
for purposeful scientific inquiry. I want to recognize the significant contribution of the pro
fessional scientists who devoted their expertise, Jacob Tsimerman of Princeton
University, Professor Laframboise of York University, and Susan Reed Tanaka, of LEAD
Canada. By lending their work and support to the journal, they help students to under
stand the lively relationships that exist between classroom course work, real life complex
issues, and the world of academe.
The Canadian Young Scientist Journal has as its banner, “Make Your Ideas Known”.
That has been achieved. I look forward to future issues.
Gerry Connelly
Director of Education
Toronto District School Board
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A. Noukhovitch FOSTERING A NEW GENERATION OF CANADIAN SCIENTISTS
Editorial
Fostering a New Generation
of Canadian Scientists
There are many connotations to the word
scientist, but high school is not one of them.
Really it is difficult to picture the two terms in
the same sentence without announcing a “sci
entist visits a local high school”. However, it is
in fact high school where scientific abilities will
flourish and students are faced with the deci
sion of pursuing or abandoning a scientific
future. This is precisely why the Canadian
Young Scientist Journal (CYSJ) is such an
innovative idea: it is bound to attract equally
innovative people.
The first issue should attract attention from
all over Canada to bring the journal from a
small exclusive publication, to a competitive,
highly respected scientific journal. It is not dif
ficult to imagine the wave with which the CYSJ
will sweep over the nation, seizing and retain
ing the attention of students, parents and pro
fessors alike.
Having students take part in such a serious
activity brings out the responsible adults we so
rarely see in our children. What better way to
bring out the good characteristics in the grow
ing generation than to provide a means of
expression, a medium in which to display their
interest and ideas? Any student that attempts
to write for publication shows immense initia
tive. With the support of family, friends and
teachers, students can gain knowledge out
side of the general curriculum. They can go
beyond standardized education, to explore
specialized topics of their own interest. This is
the means with which to interest students in
any subject – to explore a specific topic within
a given field, producing their own results and
conclusions.
For all students taking science courses, and
even those who are interested in the sciences
or technologies on a personal level, the CYSJ
is an opportunity that can benefit them enor
mously. Is there any high school student that
does not want a record of a scientific publica
tion on their resume to stand out? Whether
they are looking for a job, acceptance into a
university program, or recognition of another
sort, publication in a peerreviewed scientific
journal shows academic curiosity, knowledge,
initiative, and above all, the capability and
desire to take on a challenge.
Although of course the manuscript writing
and submission process is a challenge, it is a
realistic one. Unlike journals published
through universities and the scientific commu
nity, the CYSJ has a student focus, making it
possible for students to publish their work
without writing at a Ph.D. level. Furthermore,
having been written by high school scholars,
the journal is understandable to those with
equal knowledge, making the journal an excel
lent teaching resource.
Having the CYSJ in the classroom aids
teachers with lessons and assignments that
can be derived or exemplified by published
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manuscripts. The variety of unique and engag
ing issues covered by the CYSJ makes certain
teachers can choose manuscripts that interest
them and their individual classes, to base les
sons or labs upon. If teachers choose to
include manuscript writing within their course,
and especially if it is made part of the general
science curriculum, teachers would have
excellent exemplars of work to demonstrate to
students, and upon which to base expecta
tions.
Whether in a classroom setting or on their
own time, seeing peers publish their work will
motivate others to follow suit. Scientific writing
will open up the enormity of research and
development, and will morph students from
merely observers in a science classroom into
active participants and creators. The high
school curriculum, presently, has time only to
skim the surface of the ocean that is science.
The CYSJ opens up areas of science that stu
dents may never have imagined exist. It
prompts them to seek scientific issues that
interest them as an individual, and satisfy their
craving for curiosity.
Granted, any small initiative has enormous
consequences. The Canadian Young Scientist
Journal is no exception. What may appear to
be a journal that engages a number of stu
dents, actually promotes the sciences in great
waves across entire schools. What may appear
to be young men and women taking an interest
in science and technologies, are actually the
future of Canada. When the future of Canada
has knowledge and interest in the fastest
growing field of today, we see a brighter
tomorrow.
EditorinChief Alexandre Noukhovitch, Ph.D.
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M. Mansouri BUBBLES – WONDERS OF NATURE
Applied Math
Bubbles –
Wonders of Nature
Mohammadsadegh Mansouri
High School Student, Gr. 12, Toronto, Canada
Bubbles have lots of properties which can be used to solve different problems. In this
paper, the property of forming minimum length in bubbles is discussed. Using that proper
ty, a method is studied for optimization of road length between cities. The problem is solved
for three and four cities, showing that the angle between bubbles is 120 degrees. This
problem is then expanded for more bubbles. Again a proof is shown for optimal connec
tions having an angle of 120 degrees. Finally, an explanation is presented for having opti
mal angles of 120 degrees in three dimensional shapes.
Mathematicians use bubbles for solving opti
mization problems. A bubble surface has ten
sion, and this tension force is uniform all over
the bubble surface. So this property makes a
bubble a special device for mathematicians, to
find the minimum surface in different situa
tions. They can use the bubbles to find the
minimum surface when they restrict bubbles to
some shape or configuration, and observe the
behaviour of the bubbles in those situations.
A famous example of this is finding the min
imum road distance to connect cities together.
This problem can be difficult to solve with
mathematical devices. However solving it
using bubbles can be as easy as playing with
balloons.
If we put two plates of glass above each
other like two parallel planes, and use some
plastic parts between glasses the Figure “A”
shows, we can make a simple lab to demon
strate a solution to such problems. However
Fig. A.
Northview Heights SS, TDSB, 550 Finch Ave. W., Toronto, ON, M2R 1N6, Canada
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c1
c1
c3
p1
p2
p
c2
c3
Fig. B.
c2
c4
Fig. C.
this method may give us several solutions, so
we have to choose the best one.
Let's consider three cities as c1, c2 and c3 in
the vertices of an isosceles triangle as in
Figure “B”. The cities have to be connected
with minimum lengths of road. There are two
pathways to connect the cities: one is to con
nect them directly and make an isosceles tri
angle with the road. The other is to consider a
point like “p” in the middle of the triangle, and
connect the cities to that point. We can make
both of those shapes using bubbles. But the
solution which has a point in the middle is the
absolute answer. [The actual shape of the
roads is shown in the Figure. The lines pc1, pc2,
pc3 represent the roads, which can be seen as
c3
d
c1
the bubbles in our experiment. These bubbles
are made with the shape of minimum path
because bubbles have surface tension and
this force makes them stay with the minimum
length. The triangle is chosen to be isosceles,
because it easily can be shown that the angles
between the roads are equal to 120 degrees.
However, it can also be shown that the angles
between the roads in any triangle are equal to
120 degrees. (Isenberg, 1992)
If there are 4 cities in the vertices of a rec
tangle, the number of pathways that can be
drawn between the cities is much more than in
the first situation. But the path which can have
the absolute minimum length is showed in the
Figure “C”. In this Figure, [c1, c2, c3, c4 present
c2
Fig. D.
8
L
c4
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M. Mansouri BUBBLES – WONDERS OF NATURE
Fig. E.
120
Imaginary
city
A1
B1
Fig. F.
the cities and p1, p2 are the intersections
between the roads. The lines in this shape rep
resent the road that has to be made between
the cities, which are the same as the bubbles in
our experiment.
The following is a proof which shows that
the angle between the roads in this pathway is
also equal to 120 degrees:
The road length between the cities =
= C1P1 + C2P1 + P1P2 + C3P2 + C4P2
Since all the cities are located at the ver
tices of a rectangle, there is horizontal and ver
tical symmetry. Therefore:
C1P1 = C2P1 and C3P2 = C4P2
C1P1 = C3P2 and C2P1 = C4P2
P1P2 = L – 2(hP1)
As a result, the road length =
= 4(C1P1) + L – 2(hP1)
Fig. G.
Let θ = ∠C1P1C2 (right angle)
(d/2)2 + (hP2)2 = (C1P1)2
= ((d/2)2 + (hP2)2)1/2
(C1P1) =
As a result, the road length =
= 4 ((d/2)2 + (hP2)2)1/2 + L – 2 (hP1)
The equation above is the relation between
the road length and the length of segment hP1.
Since it is needed to find the maximum of the
length and the only variable in this problem is
segment hP1, it is possible to take the deriva
tion and solve it when it is equal to zero.
[4 ((d/2)2 + (hP1)2)1/2 + L – 2 (hP1)]1/2 =
= 2(4h – (d2 + 4(hP1)2)1/2) /
/ (d2 + 4(hP1)2)1/2
2(4h – (d2 + 4(hP1)2)1/2) / (d2 + 4(hP1)2)1/2 = 0
( d/2 ) / ( hP1 ) =
tan (θ/2) =
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θ/2= 60 degrees
θ = 120 degrees
Let's analyze the question for having more
than 4 cities. There is always a path which is an
absolute minimum. Using the idea of the 3
cities problem, we may have a path such as the
one shown in Figure “A1”. There is also anoth
er possibility which is shown is Figure “B1”.
That situation is like the path for 4cities prob
lem. Even though it is not known where the
path ends, it is possible to imagine a city on the
road, and that city doesn't make any difference
to the minimum path. Because after adding
that imaginary city to the problem, we made
the situation shown in Figure “B1” exactly like
the situation shown in Figure “A1”. Therefore
all the angles in those shapes have to be equal
to 120 degree, because the minimum path way
in any triangle had the angle equal to 120
degree.
As a result if there is an intersection
between the bubbles, the angle between the
bubbles has to be equal to 120 degrees,
because bubbles have to make a minimum
path. This statement is also true for three
dimensional objects made with a bubble.
There are many proofs for spherical bubbles
when they stick together, which show they
have angles of 120 degree on their intersec
tion edges. (Isenberg, 1992)
10
There are many simple laws in nature, like
having angles of 120 degrees between bub
bles. But its mathematical proof is very difficult
for three dimensional situations. As Richard
Feynman explains, “The world is something
like a great chess game being played by gods,
and we are observers of the game. If we watch
long enough, we may eventually catch on to a
few of the rules. Even if we knew every rule,
however, we might not be able to understand
why a particular move is made in the game,
merely because it is too complicated and our
minds are limited. If you play chess you must
know that it is easy to learn all the rules, and
yet it is often very hard to select the best move
or to understand why a player moves as he
does” – (Feynman Lecture of Physics by
Richard Feynman)
Acknowledgements
I would like to express my gratitude to
Mr. Noukhovitch, Ms. Evans and Mr. Griffith,
who were my advisers and guided me for this
work.
References
Isenberg, Cyril. The Science of Soap Films and
Soap Bubbles. New York: Dover Publications,
1992.
Feynman, Richard Phillips. The Feynman
Lectures on Physics. AddisonWesley, 1965.
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M. Mansouri BUBBLES – WONDERS OF NATURE
Review of Bubbles – Wonders of Nature
The use of bubbles to find minimal paths is interesting, but there were two problems I found.
The first is that the use of bubbles, as it seems to me, is only to find a LOCAL minimum, not
necessarily an absolute one. In fact, it does not seem at all obvious to me that a single ABSOLUTE
global minimum should exist. Therefore, the use of symmetry in the diagram with four cities isn't
quite justified, even though the answer looks correct.
The second is the fact that the author only considers graphs with every internal vertex (city)
having 3 edges (roads) going out from it. Under this assumption, certainly the angles must be
120. (There is a nice infinitesimal proof of this, actually. The basic idea is that the sum of the vec
tors with unit length and the same directions as those leaving the city must be 0, or else its not a
local minimum. This can only happen if the angles are 120). But this is not necessarily the case.
In fact, if one takes an obtuse triangle ABC with <ABC bigger then 120, then the shortest road
becomes AB together with BC. Also, I think (though I may be wrong) in the case of the four ver
tices being a square it is an open question to find the shortest road.
Jacob Tsimerman, Ph.D. candidate, Department of Mathematics, Princeton University, USA.
Canadian firstplace medallist of the 45th International Mathematical Olympiad.
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Physics – Aerodynamics
A Hole In a Wing:
Not Always a Bad Thing
Vladislav Ternovsky
High School Student, Gr. 12, Toronto, Canada
Physical testing was performed on airfoils. The observed properties of the surrounding air
flow were used to design several holes in the airfoil at the maximum pressure difference
location. Using different anemometers, airflow through the holes was observed. A classifi
cation system called Hole Property Coefficients (HPC) was developed to better observe the
effects each type of hole had on airflow. Using the observations, the device was adapted,
and tested for some potential applications such as a wind turbine.
Background
Hypothesis
A Hole in a Wing: Not Always a Bad Thing is
based on the science fair project entered to
the Toronto SciTech Fair in 2006. It deals with
finding the effects a hole in an airfoil has on the
surrounding airflow. The primary reason for the
project was to get physical evidence of the
effect, and compare it to the theoretical pro
posal.
The airfoil properties examined were important
for predicting the hypothesis. Following
Bernoulli's Principle, the pressure difference
between the top and bottom side of the airfoil
will start neutralizing in the hole rather than the
tips. This will create excessive airflow through
the opening, potentially at a faster velocity
than surrounding airflow. With the addition of
endplates at the airfoil tips, the neutralization
between the pressures will happen only
through the hole as shown in figure A.
With the addition of a hole, the wing tip vor
tices effect will remain, only it will be redirected
through the hole as shown in figure B.
When in motion, air will be sucked from the
bottom and enter out of the top side of the air
foil as illustrated in figure C.
Purpose
The purpose of this project was to research the
airfoil with a hole as it has not been studied yet.
The idea came during a science class where
several basic airflow principles were being
studied. The theory suggested that useful
work could be done with a hole in the airfoil. An
idea for a new wind turbine followed, which
was believed to be more efficient than today's
design. The fact that this research could lead
to the development of a useful device was the
key to this project.
My prediction is that the velocity of airflow
through the hole will be greater than the veloc
ity of airflow relative to the airfoil.
Northview Heights SS, TDSB, 550 Finch Ave. W., Toronto, ON, M2R 1N6, Canada
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V. Ternovsky A HOLE IN A WING: NOT ALWAYS A BAD THING
Fig. A.
Fig. B.
Fig. C.
Procedure
For the first part of the project, a setup which
would produce airflow had to be built. It was
difficult to achieve the perfect testing condi
tions as the fan blew air unevenly. Several
implications were added to straighten the
overall airflow pattern. Laminar airflow was
crucial to ensure consistency in the observa
tions. Next, several airfoils were built for test
ing. An ideal profile was found to be similar to
the NACA 6324 airfoil design. The airfoil
design fit the application because it had a
large camber (% chord) and the overall shape
was thick and compact. This would provide the
maximum possible lift, making the observa
tions more evident. To research the airfoil, an
airflow measuring device had to be built. The
device was constructed from parts found in a
mechanical watch, and using a fiber optic sen
sor to calculate the number rotations made by
a fan. It was calibrated so that actual airflow
velocity readings could be made.
With all the required devices complete, test
ing could begin. The majority of the experi
ments consisted of recording the airflow
velocity measurements at specially designed
points near the top and bottom surfaces of the
airfoil. For the first experiment, a stock airfoil
was used. This provided the control for com
paring later results. For the rest of the tests,
different holes were inserted into the airfoil. By
taking airflow velocity measurements at the
same points as before, the airflow velocity
observations could be compared. After all the
data was collected, further enhancements
were tested on the airfoil. First, the angle of
attack was altered in the search for the great
est possible lift created by the airfoil. This was
important to know as it would increase the
pressure difference near the location of the
hole, resulting in greater airflow through the
hole. The second enhancement dealt with
endplates which were used to eliminate the
wing tip vortices effect, increasing the total
pressure difference.
While conducting the experiments, an idea
for a classifying system for the holes came up.
This was necessary as it would provide a sys
tem for finding the ideal dimensions of a hole
in an airfoil. It was called the Hole Property
Coefficients (HPC). It consisted of 6 coeffi
cients (K1 K2 K3 – K4 K5 K6), each telling
information about the proportions and co
ordinates of the hole in relation to the airfoil.
The HPC of a hole can be found using the
measurements shown in figure D. These
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CANADIAN YOUNG SCIENTIST JOURNAL #1-2008
Fig. D.
dimensions are then entered into a series of
equations; each one unique for each of the six
coefficients. Using this system, the HPC's of
every hole tested were found and conclusions
could be made as to which HPC of a hole
worked best for the airfoil.
Results and Observations
After conducting the experiments on the
effects a hole in an airfoil had on the surround
ing airflow, several conclusions were drawn. All
the airflow velocity data was graphed, and
studied. The control experiment with the base
airfoil is represented in figure E.
The graph represents the velocity of airflow
at every point on the airfoil, from the leading
edge until the trailing edge. Measurements
were taken on both the bottom and top sur
faces, along 5 equally spaced lateral lines,
running from the top to the bottom of the air
foil. This was necessary as the airflow was not
consistently leading throughout the surface,
and the hole covered only a fraction of the ver
tical plane. The voltage supplied to the fan
controlled the airflow velocity observed. It was
set on the maximum output (118V) for each
experiment. The ideal angle of attack was
found to be 7° as the airfoil provided the great
est pressure difference at this angle. All the
following experiments were performed at this
angle.
14
Fig. E.
Fig. F.
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V. Ternovsky A HOLE IN A WING: NOT ALWAYS A BAD THING
For every hole, the data was graphed in the
same way, and was compared to the control in
figure E. An example is shown below in fig
ure F. The trailing pattern of airflow velocity is
clearly evident. Faster airflow was observed at
the maximum pressure difference location,
meaning air did in fact enter the hole. This sup
ported the theory and hypothesis. Using a
string, the airflow pattern could be seen enter
ing the hole in figure G.
Using the HPC classifying system several
conclusions were made. Here are just a few:
•
A hole with an area of less than 2% of
the airfoil does not allow air to enter easily,
causing it to flow over the hole (as observed on
HPC 24 6 51 – 24 6 29). Air viscosity is the pri
mary reason for this.
•
A hole which faces forward allows air to
enter more freely, therefore increasing airflow
velocity through the hole (as observed on HPC
13 20 35 – 13 20 43).
•
Highest increase in airflow velocity was
observed on holes where the dimensions of B
> A (as observed on HPC 13 7 32 – 13 16 39).
•
Airflow velocity through the hole
depends only on the area of the smallest open
ing of the hole (as observed on HPC 13 7 32 13 16 39 and HPC 12 19 42 – 12 6 44).
The application portion of this project start
ed after all the research was complete. Some
proposed applications for an airfoil with a hole
were: An Air brake for aircraft – flaps in the air
foil would open, allowing air to flow through the
opening, therefore slowing the aircraft down. A
variable lift airfoil – when a propeller is placed
in the hole, it could control the amount of air
flow entering. This in effect controls the pres
sure difference and amount of lift produced by
the airfoil.
The most practical idea however was a Wind
Turbine. By placing a rotor inside the hole, it
would spin faster than the same rotor outside
of the airfoil. An advantage of such a design is
it takes up less space, and spins at lower wind
speeds, more quietly compared to today's
common three bladed wind turbines. A proto
Fig. H.
type of this wind turbine was built and tested in
the same setup as before.
Again several experiments were conducted
such as the ideal rotor type (2/3/4 bladed), its
position within the hole (completely enclosed,
or partially outside), and the distance between
two airfoils if they are placed side by side (to
further increase the airflow velocity flowing
over the surfaces). These experiments were
conducted using the hole with HPC 32 30 39 –
33 32 38. Earlier in the testing, this hole was
found to have the greatest airflow entering,
which would result in the most efficient tur
bine.
Using the drawn conclusions from the men
tioned experiments, the new wind turbine
turned out to be more practical and efficient
than today's design. It could be used in urban
areas because of its compact size, and since it
has fewer moving parts, it's more economical
to build and maintain.
A digital rendering of such a wind turbine is
shown in figure H. The design could include
separate sections on multiple stories, which
could adjust to the varying wind direction with
changing altitude.
15
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CANADIAN YOUNG SCIENTIST JOURNAL #1-2008
Conclusion
A hole in a wing is not always a bad thing as
proved in this project. Airflow was observed to
enter the hole, potentially at a faster velocity
than surrounding airflow. A classifying system
called HPC was developed to identify different
holes in an airfoil. Using the system, several
holes with different HPC properties were test
ed. The collected data supported the theory
and observations of air entering the hole.
Several improvements were made along the
way, such as endplates and a different angle of
attack. The results were analyzed, and several
properties were made for the ideal hole in an
airfoil. Finally, the idea was expanded by
applying it to some everyday applications. With
further research, the wind turbine application
could in fact replace today's windmill design.
This is obviously important as in the future,
new methods of extracting renewable energy
such as wind will become vital in stopping cli
mate change and lowering our dependence on
nonrenewable resources. Could this be the
future of wind energy generation around the
world? Without a doubt!
Earlier Work
A Hole In a Wing: Not Always a Bad Thing, was
originally made for the Toronto SciTech Fair
and entered in 2006. It was awarded the gold
medal, and bronze at the Canada Wide
Science Fair held in Saguenay, Quebec. It was
later recreated in a digital format and entered
at the 2007 Canada Wide Virtual Science Fair
where it received first place. During this time,
additional research was put towards the wind
turbine design. The next step will be to build a
larger scaled version of the turbine.
Acknowledgements
I would like to thank Ms. Belisle, my CyberArts
teacher for helping with the digital version of
the project, Mr. Muttiah, my Physics teacher
for helping with the registration for the
16
TorontoSci Tech Fair, and the Canada Wide
Science Fair, Ms. Frost, my Chemistry teacher
and Mr. Nukovitch for giving me the opportuni
ty to submit my work for the CYS Journal. Also,
I would like to thank my family, who have been
very supportive during the duration of this proj
ect.
References
Fred Thomas. Fundamentals of Sailplane
Design. USA: College Park Press, 1993.
Benjamin Wolff. Your wind driven generator.
New York: Van Nostrand Reinhold Company,
1984.
D.J. Herda and Margaret L. Madden.
Energy Resources: Towards a Renewable
Future: Franklin Watts, 1991.
Paul Gipe. Wind Energy Basics, A Guide to
Small and Micro Wind Systems. US: 1999.
Tom Kovarik, Charles Pipher, John Hurst.
Wind Energy. US: Quality Books Inc., 1979.
EW Golding. The Generation of Electricity
by Wing Power. London: E. & F. N. Spon Ltd.
1955.
H.C. "Skip" Smith. The Illustrated Guide to
Aerodynamics. US: TAB Books, 1992.
Jack Park. The Wind Power Book.
California: Cheshire Books, 1981.
Henk Tennekes. The Simple Science of
Flight. 1996.
Derek Piggott. Understanding Gliding.
London : A & C Black Ltd, 1990.
Hanley Innovation Race Car Wings;
h t t p : / / w w w. h a n l e y i n n o v a t i o n s . c o m /
racecar1.html
See how it flies (John S. Denker);
http://www.av8n.com/how/#contents
Ground school – Theory of Flight John
BrandonAirfoils
and
wings;
h t t p : / / w w w. a u f . a s n . a u / g ro u n d s c h o o l /
umodule4.html
Velocity and Pressure Distributions;
h t t p : / / w w w. m h a e ro t o o l s . d e / a i r f o i l s /
velocitydistributions.htm#defCoefficients
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V. Ternovsky A HOLE IN A WING: NOT ALWAYS A BAD THING
Review of A Hole in a Wing:
Not Always a Bad Thing
This paper investigates the idea of using the pressure difference between the top and bottom
surfaces of an airfoil to drive a fan placed in a hole through such an airfoil. This idea is interesting
and important as a potentially advantageous way of producing power from wind, and is therefore
very much worth investigating. As far as this referee knows, this idea has not been investigated
previously. As an initial investigation of this possibility by a young scientist, the work described in
this paper is of outstanding quality, and its presentation in this paper is interesting and generally
very well done. This referee greatly enjoyed reading it. However, some deficiencies in its presen
tation should be remedied before it is published. A list of these follows.
* The information given in the paper is incomplete in various places. For example, the airfoil
and the hole in it are defined by various dimensions Au, Al, Bu, Bl, C, Eu, El, and S in Figure D (the
second letter in each of these should be made a subscript, to avoid giving the false impression
that these quantities are arithmetical products). But other parameters K3, K4, and K5 appear in
the list following Figures F and G, and these are not defined anywhere. The statement “Voltage =
118V” appears in figures E and F, but what voltage this refers to, and what its significance is, is not
stated anywhere. The horizontal coordinate in Figures E and F presumably runs from the leading
to the trailing edge of the airfoil, but this is not stated. The physical differences among Lines 1 to
5 in the labels of these Figures are not explained. The meaning and ordering of the six numbers
in each
“Hole Properties Coefficient” or “HPC” is not given. The nature of the shiny object in the lower
left of Figure G is not made clear. In Figure H, each segment of each tower appears to contain two
airfoils, and some segments face in different directions than others, but no explanation of these
features is given.
Dr. Jason Lassaline, P.Eng.
York University
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Environmental Studies
Getting Involved:
Environmental Outlook
and Renewable Energy
for Classroom Illumination
Vladimir Joukov
High School Student, Gr. 12, Toronto, Canada
For years, people have faced the problem of climate change, yet very few individuals take
drastic actions against it. Our school should set an example for its students and the gener
al public by using an alternative energy source to light up a whole classroom. There is a new
product on the market called Windbelt; it is more efficient than scaleddown turbines, and
is also very simple in design. With the use of this new product, I believe our school can use
wind power to produce electricity for the lights in a class. The project for the most part can
be completed by students with teachers' supervision, and it will be inexpensive for the
school. The energy savings for our school will be very small, but this project will educate the
students about threats of global warming, show them that everyone can take action, and
set a good example for other schools and the general public. If our school takes action, I
believe many organizations will follow and look for alternative energy sources, paving a
road for a better future for our planet.
Statement of the Problem
During the five billion years that earth has
existed in the solar system, the climate on
earth constantly varied. Climate changes
mostly due to the concentration of greenhouse
gasses in the atmosphere. These greenhouse
gasses trap the heat from the sun and don't
allow it to escape into space. One of the major
greenhouse gasses is CO2. During the indus
trial revolution, climatologists noticed some
thing strange about the way the earth's climate
began to change; the change was not normal;
it was too rapid. With more investigations
done, scientists all over the world came to one
conclusion. People's activities on earth, such
as burning fossil fuels, were releasing more
greenhouse gasses into the atmosphere than
the flora on our planet could absorb. (An
Inconvenient Truth) Scientists can look back at
the temperature of earth for many thousands
of years by drilling out ice cores and analyzing
the trapped air bubbles. With the past temper
atures graphed, one can see that earth has
undergone many natural climate changes. For
some time, there have been arguments that
the climate change has nothing to do with the
Northview Heights SS, TDSB, 550 Finch Ave. W., Toronto, ON, M2R 1N6, Canada
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amount of CO2 or other greenhouse gasses
people produce. Many have said it is part of
the natural cycle earth goes through. Once the
average temperature of the earth reached the
highest point ever recorded in thousands of
years, the dispute stopped. There is not one
scientific article refuting that people's activities
have caused global rise in temperature (An
Inconvenient Truth).
Even a slight rise in temperature can have
dramatic effects. Most people know about
global warming, but do not comprehend why
even a rise of a few degrees can be a huge
catastrophe. In the past 100 years, the global
temperature has only risen by 0.6 Co (Spring
Forward). Even such a small change destroyed
the equilibrium in some ecosystems. It has
been noticed that many birds hatch at the
same time as insect population reaches its
peak. This provides a food source for the new
born chicks. With the small rise of tempera
ture, the insects began spawning earlier in
spring; the birds could not follow that trend.
This had a massive, destructive impact on the
bird population (Global Warming Could Wipe
out Most Birds WWF). The loss of equilibrium
in an ecosystem is just a small example of what
temperature change on earth can do.
One must look ahead and predict the future
of our planet. If people continue to produce
the same amounts of greenhouse gasses from
now until 2100, the average temperature can
rise by up to 9 Co. (National Science Foun
dation) The effects will be devastating: polar
icecaps will melt, water levels will rise, many
habitable areas will flood, and there will be an
increase in storms. Some areas will experience
horrible drought, while in others the rain will
not stop. This list of catastrophes can go on
and on, the worst being the complete extinc
tion of life on earth. The longer we sit still and
do nothing, the faster disaster will approach
us. The temperature increase is not linear, but
exponential, which means the higher the tem
perature, the faster it will increase. This is due
to the fact that water vapor can actually act as
a greenhouse gas and trap heat in the atmos
phere. The higher the temperature, the more
water evaporates, creating more water vapor
in the atmosphere. This in turn causes more
heat to get trapped increasing the temperature
even more. Also, the polar icecaps reflect a lot
of energy into space. As they melt, less of the
energy is reflected and more is absorbed.
Once the planet reaches a certain level of
warmth, continuous global warming cannot be
stopped.
It is clear to everyone that people should act
against global warming or life as we know it will
be destroyed. So why is it that drastic actions
have not been taken? The answer is simple: we
must take responsibility for our actions in order
to reduce the emissions of factories and cars,
to stop deforestation, to stop the burning of
fossil fuels, and to help restore the flora lost.
We must do all this, but it will simply cost too
much. Governments are not willing to spend
huge amounts of money on something that
has not yet happened. I find it hard to believe
that people worry about money when the
Global Warming, real or not
Significant actions taken
against global warming
Not real
–Cost
–Global Depression
Real
Cost
No significant actions taken
–Cost
–Natural Disasters
–Flooding
–Droughts
–Storms
–Global Depression
–Health Risk
–Death of life on earth
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A very flexible but durable strip of
plastic is tightly stretched lengthwise
in a rectangle. At one end of the strip,
two magnets are attached. Above
and below the magnets are air coils.
When wind blows over the strip, it
begins to resonate, or vibrate, caus
ing the magnets to oscillate between
the coils producing an alternating
current.
Figure A.
whole planet is at stake. There has been a
chart created featuring all possible outcomes.
It includes the option of global warming being
real or not and whether people will take drastic
actions or not. This chart features worst case
scenario outcomes. (Most Terrifying Video
You'll Ever See – Tabl.).
From this chart, it is clear that the right thing
to do is whatever we can to combat global
warming. If we take action and the threat turns
out to be a fabrication, the outcome is much
better than if we do not take action and the
danger is genuine. The main problem is that
not many politicians look ahead, as it is not
their problem what will happen past their term.
Global warming is everyone's problem.
People should not ignore the problem that is
staring us in the face, or hope someone else
will provide the solution. To reduce the amount
of fossil fuels burned annually, to limit the
tonnes of greenhouse gasses emitted, and to
find alternative energy sources, everyone
must be involved. Every individual can do their
20
part to save our planet. You can set your ther
mostat a degree lower in the winter, you can
use public transportation or drive hybrid cars,
and you can install solar panels to create your
own, clean electricity. If every individual does a
little, it will amount to a lot; maybe just enough
to save our planet.
Purpose and Significance
Every year, there is a worldwide competition
between many intelligent inventors; this com
petition is called Popular Mechanics. Shawn
Frayne was one of the winners of the 2007
Popular Mechanics Breakthrough Award. He
created a brand new nonturbine wind alterna
tive energy device called the Windbelt. The
Windbelt is a very simple device that uses res
onance to produce a small electric current.
The following illustration will explain how the
Windbelt works (Figure A.).
The small Windbelt is about ten times more
efficient than a turbine of the same scale. Also,
the Windbelt technology does not require
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great height when implementing it (unlike a
turbine), so no zoning laws are likely to be bro
ken. Prototyes have produced a current of
about 40 mW in 10 mph winds. Forty milliwatts
may not seem like a lot, but a few Windbelts
together can add up.
The proposal is to use many Windbelts to
light up a single room of the school. This is not
outrageous or costly. The idea is to show peo
ple that something can be done to limit their
greenhouse gas emissions. This is to be an in
school project, not involving outside sponsors
whose reason for donations is the commercial
ization of their name. Since creating these
Windbelts is very cheap, the budget will not be
a big problem for the school. The materials
required to make a Windbelt cost less than 5
dollars. The strip is simple kite making materi
al, the rectangle casing can be aluminum or
plastic, a couple of neodymium circular mag
nets, and two air coils are all that is needed for
a Windbelt.
If this project is to be done, the students
need to be involved. I think all classes related
to technology or engineering should partici
pate and help the school accomplish this goal.
If every student in construction tech could
make one Windbelt, it would be enough to light
up a classroom. Forty Windbelts will produce
about 1.6 Watts of current, and an ultra bright
LED uses only 20 milliwatts. Therefore, with
forty Windbelts, it is possible to light up eighty
ultra bright LEDs. That should be sufficient
light source for a small classroom. This project
may not save the school tons of money on
electricity, it may not reduce the schools emis
sions greatly, but it will be a symbol for others.
With schools using as much as 1.5 million kilo
watt hours of power annually (Consumption
report), even with the LEDs operating all
throughout the year, the savings will be
insignificant. It will take only 14 kWh to burn 80
LEDs bright for a whole year. But the goal is not
to reduce a school's cost of electricity, it is to
do their part in preventing a worldwide catas
trophe. By lighting up one room with an alter
native power source, a school can show others
that people are willing to do something about
global warming; people are willing to battle the
threat it poses. Any school completing this
project will be symbolic, and it will persuade
others to follow its example. If this project will
teach others that there are alternative power
sources, that everyone can limit their contribu
tion to climate change, the goal will be
reached.
Procedure
There are three major steps in completing this
project. The first and obvious thing to do is to
create a working Windbelt prototype. This can
be a group project for the construction tech
class. Once a working prototype is made, ways
may be found to make the Windbelt more effi
cient. A good idea is connecting three
Windbelts in a triangle so the direction of the
wind will not reduce efficiency. The second
step is the electronics portion. This involves
connecting the Windbelt through alternating
current to a direct current adapter to a
rechargeable battery. The battery would then
be connected to an LED. This can be done by
a senior engineering class. That would be the
small scale setup of the project. Now all that
has to be done is to scale it up. Instead of one
Windbelt, there could be forty or more. Instead
of a regular rechargeable battery, a deep cycle
golf cart battery can be used, these can be
charged and recharged almost an unlimited
number of times, and will stay working for up to
ten years. The only part of this project the
school will need professional help with is
mounting the Windbelts on the roof of the
building.
The LED lighting inside a chosen classroom
can be done by students with the help of a
teacher. A system will be designed where the
LEDs can be easily turned on and off and the
battery will constantly charge from the working
Windbelts. The present lighting will not be
removed, as they will be required as back up,
in case nature is too calm and the wind does
not produce enough energy. An electrician will
be needed to check the newly designed light
ing system for safety, or if the school does not
21
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CANADIAN YOUNG SCIENTIST JOURNAL #1-2008
trust its students an electrician may be hired to
install the LED lights.
All this can easily be done by a school within
four months. The small scale setup is very sim
ple and should not take more than two weeks, if
the students and teachers are dedicated to the
project. The large scale will take longer,
because forty or more Windbelts have to be
made. Schools that have an auto shop proba
bly have all the equipment needed to make
Windbelts and can build forty of them in a
month. Schools that do not have the needed
equipment will soon be able to order Windbelt
kits from Shawn Frayne's website. The longest
step is installing the large scale system on the
roof and in a classroom. This may take up to
two months, depending on the amount of
Windbelts and complexity of installation. For
this step, professionals need to be hired. The
development of the Windbelt system should be
managed by a group of students with the help
of a teacher, an accountant, and the principal.
The group of students will need to look at over all
progress, set due dates, and promote the proj
ect throughout the school so more students can
get involved. This project is fairly simple and
inexpensive; it should not pose a huge burden
on the school's resources. Of course it is bene
ficial to have economic support from outside
the school, but my personal opinion is many
companies may try to fund this project only due
to publicity, and not because they want to save
the environment. The school should be picky
and not accept all the funds thrown at it.
Windbelts are very durable and will not
break. The whole project is very simple and rel
atively easy to maintain. The school should
always have backup Windbelts, so if one
breaks it can quickly be replaced. Also, extra
LEDs and a backup golf cart battery will be
required. Keeping the system in working order
will be very easy due to its simplicity.
Personnel
The principle idea behind this proposal is not
to save money or to cut down the school emis
sions by much, but to educate people on the
danger global warming poses to our planet
22
and to show everyone that we can do some
thing to fight that threat. This is exactly why this
project should involve as many students as
possible. Students are the next generation;
they are the ones who will have to deal with cli
mate change in their lifetime. The more the
school educates its pupils about global warm
ing, and the more it promotes the school’s
plan to combat it, the more personnel will be
available. A club should be started that is ded
icated to the project. Apart from students,
teachers need to be involved as well, and they
should be passionate to fight climate change.
As the Windbelt power system develops, parts
of it should be assigned to students under the
supervision of a specialized teacher. This
means that the making of Windbelts will be
done by construction tech students under the
supervision of their teachers; the engineering
students can design the electrical system, and
so on.
Apart from students, very few personnel will
have to be hired. The only part of this project
students cannot do is the set up of the
Windbelts on the roof, walls, or grounds of the
school and the installation of the new electrical
system in the classroom. For these two parts,
a construction crew could be hired as well as
an electrician. These are the only paid person
nel needed.
Budget
Unlike a huge wind turbine or a nuclear reactor
in the school's basement, the Windbelt power
system is actually affordable and realistic. The
total budget will not exceed five thousand dol
lars. The main portion of the budget is not the
materials, but the installation by professionals.
The more students and teachers will be
involved, and the more they can do by them
selves, the lower the budget will be. Once
Shawn Frayne starts selling Windbelt kits, it
may become a lot cheaper to buy kits from his
website instead of making the Windbelts from
scratch.
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V. Joukov GETTING INVOLVED: ENVIRONMENTAL OUTLOOK...
Acknowledgements
I would like to thank Ms. Frost for the motiva
tion to create this proposal and Mr. Noukho
vitch for the chance to get it published.
References
Research:
An Inconvenient Truth, Al Gore, Davis
Guggenheim, Film, Lawrence Bender
Productions, 31 August 2006.
Consumption report – Electricity (kWh),
Northview Heights S.S., 2003–2004 Actuals to
2007–2008 Actuals – Monthly
Most Terrifying Video You'll Ever See, Writer,
Director, Producer, Unknown, Web Stream,
YouTube, August 08, 2007
National Science Foundation, «Global 4 to 7
Degree Temperature Rise Likely by 2100»,
Office of Legislative and Public Affairs, July 19,
2001, National Science Foundation.
Perkins Sid, «Spring Forward», Science
News Online, March 8 2003, December 06,
2007,
<http://www.sciencenews.org
/articles/20030308/bob9.asp>
Wallis Daniel, «Global Warming Could Wipe
out Most Birds – WWF», Natural Resources
Council of Maine, November 14th, 2006,
December 06, 2007, <http://www.nrcm.org
/news_detail.asp?news=1054>
Pictures:
Frayne Shawn, «Windbelt, Cheap Generator
Alternative, Set to Power Third World», Popular
Mechanics,
December 06, 2007,
h t t p : / / w w w. p o p u l a r m e c h a n i c s . c o m
/technology/industry/4224763.html
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CANADIAN YOUNG SCIENTIST JOURNAL #1-2008
Review of Getting Involved:
Environmental Outlook and Renewable
Energy for Classroom Illumination
There is no “magic bullet” to solve the problem of climate change. What is required is every
one taking responsibility for the energy they use.
The presented proposal is an important step and not merely symbolic. It could be the begin
ning of further research and development work in the Windbelt improvement and implementa
tion.
When estimating the power requirements for classroom illumination, the researcher has not
accounted for losses due to transmission or conversion between alternating and direct current.
As a result, he may not achieve the efficiencies estimated.
It is important to check the efficiency of the fixtures: one fluorescent lamp is about 90 lm/W;
Nichia has a demonstration of its latest LEDs where a luminous flux of 90 lm was achieved using
a grouping of 9 LED lamps at an input power of 0.6 W. Perhaps it is possible to locate a more effi
cient LED fixture or array, or author is going to accept lower illumination levels?
Also the reference for the wind speed should be verified.
Author may wish to introduce the concept of “the tragedy of the commons”, in which a com
munallyowned resource, a pasture, was overgrazed by a community. The tragedy was that the
individuals would not take responsibility for the management of the shared resource and too
many cows were set to graze upon it.
It could be worth considering partnering with a company like Bullfrog power. They are in the
business of developing sustainable energy sources and it might be a beneficial alliance with a
public institute like school.
One day it might be possible to sell the electricity generated on a small scale to companies,
such as the TTC, to power its trains.
Susan Reed Tanaka, Manager – Engineering Department, Toronto Transit Commission,
LEAD Canada
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D. Muttiah CURRICULUM ACTIVITY: WRITING A SCIENTIFIC PAPER
Teacher Resources
Curriculum Activity:
Writing a Scientific Paper
by Daniel Muttiah
Secondary Teacher, TDSB, Ontario, Canada
Introduction
Scientific papers are the means by which ideas
of science are communicated, discussed,
debated, and formalized. They are an impor
tant tool in the scientific enterprise of develop
ing and expanding scientific knowledge. A sci
entific paper is essentially a journal article that
focuses on any or all of the following:
• Discusses new ideas
• Expands on current ideas
• Provides alternate ways of thinking
• Presents new data collected through exper
imentation
• Examines methods of analysis and process
• Examines application of ideas in other
branches of science
• A review and a summary of a current area of
scientific debate.
In all of the above types of scientific papers
good research, good analysis, and good writ
ing are needed to produce a good scientific
paper that is worthy of publication. The objec
tive of this activity is to create a scientific paper
for publication.
Research:
Research is what expands scientific think
ing; therefore it forms the foundation of a sci
entific paper. Research can be focused on the
ory, experimentation, and review of scientific
ideas. To begin the research process a scien
tific point of interest must be chosen and
clearly defined. For the research to result in a
scientific paper it must be original in nature,
i.e. add in some way to scientific thinking. For
example, research that leads to an article that
describes the motion of the planets using
Newtonian laws would not considered original
research, but research that attempts to explain
the formation of Saturn's rings using
Newtonian laws would be considered original
research. This is because the explanation of
the motion of the planets using Newtonian
laws is part of accepted scientific thinking, but
the explanation for the formation of Saturn’s
rings is still under scientific discussion.
Once a topic is chosen, scientific literature
should be researched to ensure that it is origi
nal in nature. If the topic passes this test, then
the research on the topic can be started. Clear
documentation of research information
throughout the research process is helpful in
the analysis of the information and in the writ
ing of the paper.
Writing:
Good writing is an essential component of a
scientific paper, and it should contain the fol
lowing essential elements: an introduction,
methods of research, results obtained, discus
sion of results, and a conclusion. Writing
should be clear, concise, and logically organ
ized. The paper should be formatted in a man
Gulu, Northern Uganda, on leave from Northview Heights S.S., TDSB
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CANADIAN YOUNG SCIENTIST JOURNAL #1-2008
ner that helps the reader understand the think
ing behind the article. The paper should also
contain all sources of information, and indicate
the contributions of individuals and organiza
tions.
Publishing:
Once the research is done and the article is
written, it is now ready for publication. A variety
of online and print journals such as the CYS
(Canadian Young Scientist) Journal are avail
able for the publication of scientific papers.
These journals and publications allow for the
sharing of information and discussion of ideas
among peers and experts.
26
Publication in a journal usually requires
some additional work. Many publishers will
have writing elements and formatting require
ment that need to be strictly followed. A care
ful check of the publisher's requirements
should be followed by an editing of the paper
to meet the publisher's requirements. Once
this is done it can be submitted for publishing.
Best wishes on your contribution to
the scientific world!
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INSTRUCTIONS FOR AUTHORS
Instructions for Authors
Manuscripts could be either project reports, case studies or science book review arti
cles.
Project Report must include:
Background: the rationale for the study
Purpose: why the project was conducted and what was expected to be achieved
Hypothesis: proposition to be tested, if applicable
Procedure: a brief outline of the materials and methods used
Results or Observations: a summary of the results of the Experiment
Conclusions: what can be concluded from the results and why it is important
Earlier work: if an earlier version of the project was submitted in a previous year, the author
must highlight the changes and additional work done
Case Study should consist of 2 or more cases including:
Observations
Hypothesis
Conclusions
Earlier work
Science Book Reviews do not have any specific requirements regarding their structure.
The manuscripts should be a maximum of 5 (five) lettersized (8.5 x 11 in) pages with
appendices above and beyond the limit.
Manuscripts must be arranged as follows: title, abstract and text.
Title (at the top of Page 1) should include the title (no more than 12 words); author's name,
highest degree completed, and educational institute affiliation; a running title of 35 characters or
less; and the author's name and mailing address.
Abstract (at the bottom of Page 1) must follow the structure of the manuscript and be a max
imum of 250 words. Terms which are going to be abbreviated must, on first appearance, be writ
ten out completely and followed by the abbreviation in parenthesis.
Text (Page 25) should include graphs, charts and maps with corresponding legends. Number
each page in a footer in 8point type with running the date, author's name and manuscript title,
as indicated below:
May 1, 2008
John Smith
The Generic Research
Page 2 of 5
Internationally accepted units, symbols, and abbreviations, including those of the Système
International d'Unités (SI), must be used.
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Appendices should include: acknowledgements, references, and key words.
Acknowledgements: Organizations and people who have provided support or aided the
author's work in an important way must be mentioned or thanked here.
References: Quotations of authors, titles, source publications, web addresses, volumes,
dates and pages that the manuscript is based on or related to have to be provided. Use the
Vancouver style, numbering references in the order they appear in the text, and citing them by
superscript Arabic numbers placed after punctuation marks. Multiple citations in support of a sin
gle statement should be avoided.
Key words (3 to 5 words) must be taken from the text, and not the title, and presented in a
separate line after the text.
Contact Us
Please use the following address to mail in manuscript submissions:
Mailing address:
Canadian Young Scientist Journal
Northview Heights SS
550 Finch Avenue West
Toronto, ON, M2R 1N6, Canada
For any other communications please contact the editor:
Alexandre Noukhovitch, Ph.D.
Email: [email protected]
Fax: 4163953294
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