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
1	copy machine
2	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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Effect of Cool White VS Plant and Aquarium

 

PURPOSE

The purpose of this experiment was to compare the effect of “cool white” versus “plant and aquarium” fluorescent light bulbs on the biomass and height of soybean plants.

I became interested in this idea when I was at my friend’s house. I noticed that her mother had plants everywhere. They were grown under many different lights. I wondered if the different lights affected the growth of the plants. 

The information gained from this experiment could help indoor gardeners by showing which type of lights to use to have their plants grow faster and bigger. 

HYPOTHESIS

My first hypothesis was that the soybean plants would grow taller under the “plant and aquarium” light. 

My second hypothesis was that the soybean plants would have more biomass when grown under the “plant and aquarium” light.

I based my hypothesis on a statement from the General Electric Corporation website www.ge.com.  They said the plant and aquarium florescent bulb is “specially designed to promote growth and flowering of plants, so they look healthier and greener.”

EXPERIMENT DESIGN

The constants in this study were:

•    Amount of soil   

•    Amount of water

•    Room temp (21degrees C.)

•    Amount of light (16 hours a day)

•    The kind of pea plant

•    Wattage of bulbs (40 watts)

•    Planting depths

The manipulated variable was the type of fluorescent light bulbs used.

The responding variables were the growth of the soybean plant in height and biomass.

To measure the responding variables, I used a metric ruler for height and a triple beam balance for the biomass and a ruler that goes up to 30 centimeters for the height.

MATERIALS

QUANTITY	ITEM DESCRIPTION
1	Ruler (that goes up to 30 centimeters
1	Spray bottle
1	Triple beam balance
1	48 inch (122cm) “cool light” fluorescent light bulb
1	48inch (122cm) “plant and aquarium” fluorescent light
144	Soybeans
2	Easy grow greenhouse (72 plants)
2	Fluorescent lights (bulb holders)

     

PROCEDURES

1.    Gather all the materials

2.    Plant seeds   

             a. Put equal amount of soil in each of the 72 cells in a planting

tray

             b. Poke hole 1cm into soil in center of cell using a pencil point 

             c. Place 1 seed in each hole and cover

d. Water each cell using enough well water to completely soak the soil

             e. Drain the excess water

3.  Set up lights

             a. Position light one 30cm above soil, centered over tray one

             b. Position light two 30cm above tray two

             c. Set light timer to turn on 16 hrs/day

4.   Every three days water the plants again by soaking the soil equally

5.   Then drain excess water

6.   Allow plants to grow for 6 weeks

7.   Measure growth

a. Use cm. Ruler to determine average height of plants in each cup

             b. Use a triple beam balance to find mass of all plants in each

group, after plucking out by the roots and removing soil  

8.   Compare the results of the “plant aquarium” and “cool white” lights

9.   Get rid of the plants (throw the plants in the compost or in the trash can)

RESULTS

The original purpose of this experiment was to compare the effect of “cool white” versus “plant and aquarium” fluorescent light bulbs on the biomass and height of soybean plants.

The results of the experiment were that the “cool white” light’s average soybean mass was more then the “plant and aquarium” light’s.  On the other hand, the soybeans grown under the “plant and aquarium” grew taller (28.1 cm) than the “cool white” light (22.5 cm.)

CONCLUSION

My first hypothesis was that the soybean plants would grow taller under the “plant and aquarium” light. 

The results indicate that my first hypothesis should be accepted, because the height for the “plant and aquarium” was 28.1 centimeters and the height for “cool white” was 22.5 centimeters.  

My second hypothesis was that the soybean plants would have more biomass when grown under the “plant and aquarium” light.

The results indicate that my second hypothesis should be rejected, because the biomass of the “plant and aquarium” light was 1.0 grams and the biomass for “cool white” light was 1.2 grams. 

After thinking about the results of this experiment, I wonder if using more varieties of soils would affect the growth.  I also wonder if different brands of plant lights would produce similar results to the GE lights used in this experiment. It would also be interesting to compare the growth of soybeans in sunlight to those grown under fluorescent lights.

If I were to conduct this project again, I would grow the plants for a longer time. I’d use many more plants, grown in more soil, and in bigger trays.  That way each plant could have enough soil and room. I’d also use much more light, so that the plants would grow better.

Researched by ---- Tanairi L

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Effectiveness of Various Toothpastes on the Bacteria on Teeth

PURPOSE

The purpose of this experiment was to determine the effectiveness of various toothpastes in reducing the bacteria on teeth.

I became interested in this idea when I was brushing my teeth. I started wondering if the brand of toothpaste I was using was sufficiently removing the bacteria in my mouth. I knew that bacteria on teeth are the main cause of plaque, so reducing bacteria should improve the health of my teeth.

The information gained from this experiment could help dentists and consumers in our society to choose the type of toothpaste that would reduce bacteria best, thus improving dental health.

HYPOTHESIS

My hypothesis was that Colgate Total would reduce the amount of bacteria most.

I based my hypothesis on the fact that Colgate Total has the ingredient Triclosan, a strong antibacterial/antimicrobial agent.

EXPERIMENT DESIGN

The constants in this study were:

•  Time between brushing and swabbing

•  The teeth brushing method used by subjects

•  Bacteria sampling method

•  Time frame project was conducted

•  Amount of time teeth were swabbed

•  Type of toothbrush used

•  Type of swab used

•  Type of agar

•  Type of Petri dish

•   Incubation Time

•  Type of incubator

•  Incubation temperature at 35 degrees Celsius 

•  Students used daily for testing

•  Amount of toothpaste on each toothbrush

The manipulated variable was the type of toothpaste.

The responding variable was the change in the amount of bacteria on the teeth before and after brushing.

To measure the responding variable, I counted the bacteria colonies visible on the agar plates after incubation.

MATERIALS

Quantity	Item Description
1	Container of Colgate Total with Triclosan Toothpaste
1	Container of Tom’s of Maine Natural Antiplaque Toothpaste
1	Container of Crest Dual Action Whitening Toothpaste
18	Western Family Medium Toothbrushes
18	Cups
36	Pieces of Parafilm
3	Pair of Gloves
1	Lab Coat
36	Loops
36	Sterile Swabs
1	10 µ Syringe
36	Syringe Tips
36	Test Tubes
4	Giant Pipette
1	Vortex
36	Blood Agar Dishes
1	Autoclave
1	Bio-containment Hood
1	Incubator that keeps contents at 35 degrees Celsius

             

Procedures

I.  Start of the experiment

a)    Collect the signed permission forms from the volunteers

b)    Obtain the materials

c)    Gather the subjects

II. Water Rinse Test

a)    Fill each cup with water.

b)    Swish in mouth for about 5 to 10 seconds.

c)    Spit the water out in the sink and open the swab 

d)    Swab the teeth in slow motions reaching each surface on the teeth.

e)    Put each sterile swab in the sterile carrying case, label with the subject, and “WR” for water rinse written in black pen.

III. Test Colgate Total with Triclosan Toothpaste

a)    Direct the student to their stations

b)    Answer any questions being asked.

c)    Apply the toothpaste to the toothbrush

d)    Instruct the subjects in brushing their teeth for two minutes.

e)    Have each subject swab the rows of teeth, top and bottom, left and

right, in slow motions.

f)    Place the sterile swabs in the sterile carrying case, with the following information written in black pen on the container,

•    The subject number

•    “CT” for Colgate Total

IV. Test Tom’s Of Maine Fluoride-Free Antigingivitas Toothpaste

a)    Repeat steps II.

b)    Repeat steps III. a-e using Tom’s of Maine Fluoride-Free Toothpaste

)    Place the swabs in the sterile carrying case with the following information written in black pen,

•    The subject number

•    “TM” for Tom’s of Maine

V.  Test Crest Cool Mint Toothpaste

a)    On the following day (after the testing of Tom’s Of Maine) repeat steps II. 

b)    Repeat Steps III. a-d

c)    Place the swabs in the sterile carrying case with the following information in black pen or marker in the name and specimen section;

•    Name- Subject number

•    Specimen- “CR”

•    Date

VI. Incubate the Bacteria Samples

a)    Go to the hospital laboratory, preferably the same day, with the

sterile swabs in the carrying cases.

b)    Put on the lab coat, and gloves.

c)    Receive the test tubes.

d)    Label the test tubes with the subject and name (toothpaste; “CT” for Colgate Total, “Cr” for Crest, and “Tm” for Tom’s of Maine; or the water     rinse and date)

e)    Fill each test tube with 1 ml of water.

f)    Place each swab in the 1 ml of sterile water.

g)    Cover each test tube with parafilm.

h)    Vortex (mechanically mix) each test tube for 5 seconds.

i)    Label each plate with the following information,

•    Number of the subject

•    Type of toothpaste or water rinse

•    The measurement; 10 micro liters or 10 µ

•    The date for water rinses.

j)    By using a 10 µ syringe put 10 µ on one Petri plate.

k)    Spread evenly across the plate.

l)    Incubate the plates for 24-48 hours at 35 degrees Celsius.

m)    Wash hands.

VII. Measure and Compare the Results

a)    Return to the lab 24- 48 hours later.

b)    Put on the lab gear.

c)    Count the number of visible colonies on the Petri plates, with the unaided eye under a white light.

d)    Record the number of colonies on a data table.

e)    Have the designated supervisor autoclave all dishes and swabs.
 

RESULTS

The original purpose of this experiment was to determine the effectiveness of various toothpastes in reducing the bacteria on teeth.

The results of the experiment were Colgate Total, on average, removed the most bacteria by about 121, 667 colonies of bacteria. On average, Tom’s of Maine removed the second most bacteria colonies by about 117,356. Crest Dual Action Whitening toothpaste removed the least amount of bacteria, 24, 167, and all water rinses produced about 200,000 bacteria colonies or more.

CONCLUSION

My original hypothesis was that Colgate Total would reduce the amount of bacteria most.

The results indicate that this hypothesis should be accepted, because Colgate Total reduced the bacteria more than any other brand of toothpaste.

After thinking about the results of this experiment, I wonder if…

•    The amount of toothpaste would affect the removal or reduction of bacteria.

•    Various brands of mouthwash would reduce bacteria more efficiently than toothpastes.

•    Different toothbrushes affect the amount of bacteria on teeth.

•    Electric toothbrushes remove more bacteria than manual ones.

If I were to conduct this project again I would have…

•    Either swabbed the subject’s mouth myself or had them swab their mouths with me monitoring their technique.

•    Put more milliliters of sterile water into the test tubes to reduce the initial concentration of bacteria used to inoculate the agar.

•    Tested more subjects to even out the average.

Researched by --- Rainan V

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