Four Common Types of Domestic Water on the Growth of Soybeans




PURPOSE

The purpose of this experiment was to compare the effect of four common types of domestic water on the growth of soybeans: chlorinated municipal water, un-softened well water, potassium salt softened water, and sodium salt softened water.

I became interested in this idea because every summer I helped my mom water our plants.  She always told me not to water them with our softened, chlorinated water.  I often wondered what would happen.     

The information gained from this experiment could be very useful to gardeners and farmers who irrigate with domestic water.  It would help them decide which type of water to use (or avoid) to help their plants grow best.  


HYPOTHESIS

My first hypothesis was that the potassium salt softened water would result in the most plant growth in mass.

My second hypothesis was that the potassium salt softened water would result in the most plant growth in height. 

My third hypothesis was that the sodium salt softened water would result in the least plant growth in mass.  

My fourth hypothesis was that the sodium salt softened water would result in the least plant growth in height.  

My fifth hypothesis was that the un-softened well water would result in less soybean growth in mass than potassium salt softened water, but more than the chlorinated water.

My sixth hypothesis was that the un-softened well water would result in less soybean growth in height than potassium salt softened water, but more than the chlorinated water.

I based my first and second hypotheses on information I collected from the Morton Salt website.  The website stated, “Potassium is one of the 16 elements necessary for plant growth. It also helps plants resist disease and optimize moisture utilization.”

I based my third and fourth hypotheses on information I found from Penn State College of Agricultural Sciences.  In their website they stated, “Calcium and magnesium compounds are the components that make water hard. They are important nutrients for plants and sodium is not. Softened water can also affect the soil structure for a potted plant.”

I based my fifth and sixth hypotheses on information I found at a website created by Penn State College of Agricultural Sciences.  They stated, “If there is a source of un-softened water, use that water for your plants.  If you have a faucet in your water line before the water softener, you can also use that tap as the source of un-softened water for your plants.”


EXPERIMENT DESIGN

The constants in this study were:

•    Date planted

•    Depth planted in the soil

•    Amount of water given to plants at any one time

•    Amount of soil in each planting cup (1/4 of a cup)

•    Type of soil

•    16 hours of light for all plants 

•    Distance of light above soil

The manipulated variable was the type of water used on the soybeans.  

The responding variables were height and mass of the soybeans. 

To measure the responding variables I used a centimeter ruler to determine height and a triple beam balance to measure biomass.    


MATERIALS

QUANTITY
ITEM DESCRIPTION
1
3cc. Syringe
2       
Planting trays with 72 individual soil cells
1
Bag of potting soil
1
Automatic Timer Switch
4 Liters           
Well water (un-softened)
Plastic Containers for the four types of water
4 Liters           
Potassium salt softened water
4 Liters 
Sodium salt softened water
4 Liters        
Chlorinated water (un-softened)
1
Triple Beam Balance
                         
                                                                                                          
PROCEDURES

1.    Fill all 72 individual cells in a divided planting tray with potting soil.

2.    Repeat step 1 using another tray.  So you should have 2 trays altogether

3.    Plant one soybean one centimeter deep in the soil in each cell.

4.    Divide the plant holders into four groups of 36.

5.    Make labels (Sodium, Potassium, Chlorinated, and Un-softened well water) one for each of the four sections.

6.    Water the soybeans with the 3cc syringe but water them with 5cc of water.  Use only the type of water for that group.

7.    Put the transparent cover on top of the plant holders to act as a mini green house.

8.     Every day, leave the lights on for 16 hours.

9.    After 16 hours of light turn off the lights for 8 hours.

10.    Look at the temperature in the room and record it in a journal.

11.    Once the sprouts have grown so big that they touch the plastic covers, remove the covers.

12.    Repeat step 5, except this time instead of using 5cc of water use 3cc.

13.    If there are any sprouts, count them and record the amount. 

14.    Repeat steps 6-14 until the experiment is complete.

15.    Once the experiment is finished, uproot each plant one section at a time.

16.    Rinse off the plant roots until there is no dirt on them.

17.    After all the dirt has been removed, measure the height of each plant
with a tape measure.  Make sure to measure in centimeters.

18.    Record the heights.  Add up all the measurements and divide the total by how many plants there are to get an average height.  Round to 1 decimal place.

19.    Now, place one of the four groups on a triple beam balance to find the biomass of the watering group.

20.    Divide the total weight (in grams) for the group by how many plants there are in the group.  That will be the average.  Round to 2 decimal places.

21.    Repeat 19-20 with each of the 3 remaining groups.


RESULTS

The original purpose of this experiment was to compare the effect of four common types of domestic water on the growth of soybeans: chlorinated municipal water, un-softened well water, potassium salt softened water, and sodium salt softened water.

The results of the experiment were that the sodium salt soybeans grew the most plants.  But the potassium salt soybeans had the greatest average in growth.  The un-softened well water soybeans resulted in the least plant growth.  The potassium soybean group weighed the most and the chlorinated water weighed the least.     


CONCLUSION

My first hypothesis was that the potassium salt softened water would result in the most plant growth in mass.

The results indicate that this hypothesis should be accepted, because potassium water did result in the most plant growth in mass. 

My second hypothesis was that the potassium salt softened water would result in the most plant growth in height.

This hypothesis should be rejected, because it turned out that un-softened well water resulted with the most plant growth in height.  Potassium salt softened watered soybeans had the second to the most soybean plants. 

My third hypothesis was that the sodium salt softened water would result in the least plant growth in mass. 

This hypothesis should be rejected, because the sodium softened watered soybeans had the second to the most mass. 

My fourth hypothesis was that the sodium salt softened water would result in the least plant growth in height.

This hypothesis should be rejected, because sodium salt softened water had the second to the least average of heights.    

My fifth hypothesis was that the un-softened well water would result in less soybean growth in mass than potassium salt softened water, but more than the chlorinated water.

This hypothesis should be accepted, because un-softened well water was less then potassium and more then chlorinated water.

My sixth hypothesis was that the un-softened well water would result in less soybean growth in height than potassium salt softened water, but more than the chlorinated water.

This hypothesis should be rejected, because un-softened well water resulted in the most plant growth in height.

 After thinking about the results of this experiment, I wonder if I used a different type of plants like tomatoes or ornamental flowers would the outcome be the same?  I wonder if I used a more concentrated potassium salt solution or a more concentrated sodium salt solution would the outcome be the same? 

If I were to conduct this project again I would definitely make sure the soybeans had more light, preferably sunlight during the summer.  I’d use far more plants in each group.  I’d test the water to make sure it actually had some potassium or sodium salt dissolved in it.  I’d also grow the plants for many more weeks. 



Researched by ---  Josh M   


  
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Projectile Weight VS Distance Traveled



PURPOSE

The purpose of this experiment was to determine how the mass of a projectile would affect distance traveled. 

I became interested in this idea when I saw a man using a trebuchet to launch cars and pianos, and I wondered how far I could launch something out of a catapult.

The information gained from this experiment could be useful to the army, hunters, sport players, etc. The information would be useful to anybody who is involved in propelling a projectile far distances. 


HYPOTHESIS

My original hypothesis was that the projectile will go the farthest with the smallest amount of weight.


EXPERIMENT DESIGN


The constants in this study were: 

•    Trebuchet catapult

•    Angle of catapult

•    Location for launch 

•    String used to launch washers

The manipulated variable was the mass of the projectile.


The responding variable was the distance the catapult shot the projectile.

To measure the responding variable, I used a metric tape measure. 


MATERIALS


QUANTITY  
ITEM DESCRIPTION
1
Trebuchet Catapult
1/2 in. washers
1
Metric tape measure
1   
22.86cm string


PROCEDURES

1.    Gather trebuchet catapult parts and all of the materials.

2.    Assemble trebuchet catapult. 
 
3.    Set up catapult on flat ground.

4.    Load the catapult with one of the washers.

5.    Launch the projectile.

6.    Measure how far the projectile was launched with a metric tape measure.

7.    Record the information.

8.    Repeat steps 4-7 nine more times using the same weight projectile.

9.    Repeat steps 4-8 with a different weight washer and then another after that.


RESULTS

The original purpose of this experiment was to determine how the mass of a projectile would affect distance traveled. 

The results of the experiment were that adding more and more weight each time reduced the distance the washers traveled by about half of the trial before.


CONCLUSION

My original hypothesis was that the projectile will go the farthest with the smallest amount of weight.

The results indicate that this hypothesis should be accepted because the 16.4-gram weight, the lightest used, flew the farthest.

After thinking about the results of this experiment, I wonder if the length of string that is used to hold the projectile would matter when the projectile is fired.

If I were to conduct this project again I would do a similar experiment but with many more trials and a bigger catapult.



Researched by  ---- Avery  M



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Background Paper Color on the Reading Speed




PURPOSE

The purpose of this experiment was to determine the effect of background paper color on the reading speed of 7th grade students. 

I became interested in this idea because my mother worked as a Para-optometric assistant and I became curious about the human eye and how vision occurred.

The information gained from this experiment could help educators know how color affects reading so they could use materials that students could read and understand best. Also it could help advertisers know whether various colors of backgrounds on signs and billboards are harder to read and understand.


HYPOTHESIS

My first hypothesis was that seventh graders would be able to read a passage printed on a white background faster than any of the other colors tested.

My second hypothesis was that seventh graders would read a passage printed on a blue background more slowly than any of the other colors tested.

I based my hypothesis on an interview with Dr. Dale Graf, my eye doctor, who said that “the color that was mildest to the eye would be easiest to see.”  I think white is lightest and mildest to the eye.


 
EXPERIMENT DESIGN

The constants in this study were:

The testing environment (lighting, noise level, desk size and pacing, etc.)
  •     The amount of time for reading each story
  •     The number of boys
  •     The number of girls
  •     The reading level of the tests (5th grade approximately)
  •     The grade of the students
  The manipulated variable was the color of background paper the stories were printed on. 

The responding variable was the reading speed of the student (number of words read in 1 minute.)

To measure the responding variable, I counted the number of words each student read aloud in one minute. 


 
MATERIALS


QUANTITY  
ITEM DESCRIPTION
4
different stories of roughly equal reading difficulty
40 
sheets green copy paper
40  
sheets red copy paper
40 
sheets white copy paper
1
stop watch
40
sheets blue copy paper
copy machine
desks and chairs in one unused classroom
                    

PROCEDURES


1.    Obtain subjects

A)    Send permission slips home with students

B)    List only those students who return parent permission slips

C)    Randomly assign boys to Groups 1, 2, 3, and 4.

D)    Randomly assign girls to the same Groups: 1, 2, 3, and 4.

E)    Groups should be as nearly equal in size as possible.

2.    Create reading tests

A)    Obtain four 5th grade reading level reading tests from a reading teacher.

B)    Print each test on each color of paper: red, blue, green, white.

3.    Create staggered testing schedule

A)    Each group needs to take each test, but using a different color

B)    Each group needs to take the tests in a different order.

4.    Conduct test with one student

A)    Bring student to classroom

B)    Explain experiment and answer questions

C)  Use staggered testing schedule to determine what test/color combinations to use with this student and in which order.

D)    Using a stop watch, time the student for exactly 1 minute as he or she reads the story out loud. 

E)    Record number of words read at end of one minute

F)    Repeat steps 4 C-E for the remaining three colors using the testing schedule to make sure the correct story is used (to avoid reading a story more than one time).

5.    Repeat testing in step 4 for all other students in that group.

6.    Repeat steps 4 and 5 for all other groups of students

7.    Average results for each color. 

8.    Compare averages.

 
RESULTS

The original purpose of this experiment was to determine the effect of background paper color on the reading speed of 7th grade students. 

The results of the experiment were that reading scores were very similar for all colors.  However, the background color blue proved to be the easiest color to read on with 156.9 words per minute average. The background color white proved hardest to read with an average of 154.9 words per minute.  Green was slightly better than white with 155.8 words per minute.  Red was slightly better than green with 156.5 words.

CONCLUSION

My first hypothesis was that seventh graders would be able to read a passage printed on a white background faster than any of the other colors tested.

My second hypothesis was that seventh graders would read a passage printed on a blue background more slowly than any of the other colors tested.

The results indicate that both hypotheses should be rejected, because the subjects read the passages printed on blue paper fastest (by a tiny margin), and they read the passage printed on white paper the slowest.  The size of the difference between groups is very small so further research would be necessary to make any definite evaluation of the hypotheses.

After thinking about the results of this experiment, I wonder about the effect of colored backgrounds on visual acuity.  In other words, does the background make it harder for the eye to see clearly?

If I were to conduct this project again I would improve by having more subjects. I would use more colors, including gray (because of the print background contrast). Also I would use longer reading passages that are at least 3-5 minutes long.


Researched by  ---- Morgan  M




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