Poster Presentations
A: Melissa Gillis, Ankara High School, Ankara, Turkey
Mentor: Penelope Ahearn Er, Teacher, Ankara
Sound Waves to Energy
I conducted this experiment to prove the sound travels in waves and contains energy that can be harnessed. I learned that sound does travel in waves with node and antinodes. I also learned that the energy produced by sound waves can be collected and converted into electricity. The Chladni plate portion of this experiment was performed on a metal plate with outgoing and returning sound waves intersecting each other and making the sugar on the plate vibrate and form patterns. I performed this experiment using frequencies ranging from 0 to 8000 Hz and observed 14 distinct geometric patterns in this frequency range. I used different frequencies generated from various musical instruments to collect
the energy and convert it into electricity that would light up a light bulb. My hypothesis was supported
because I was able to show that the energy from sound waves can be observed and that this energy can be collected and converted into electricity. If I had been able to test the energy produced from other sources and use a more efficient method to collect the energy, my experiment would have produced more accurate and useful results.
I conducted this experiment to prove the sound travels in waves and contains energy that can be harnessed. I learned that sound does travel in waves with node and antinodes. I also learned that the energy produced by sound waves can be collected and converted into electricity. The Chladni plate portion of this experiment was performed on a metal plate with outgoing and returning sound waves intersecting each other and making the sugar on the plate vibrate and form patterns. I performed this experiment using frequencies ranging from 0 to 8000 Hz and observed 14 distinct geometric patterns in this frequency range. I used different frequencies generated from various musical instruments to collect
the energy and convert it into electricity that would light up a light bulb. My hypothesis was supported
because I was able to show that the energy from sound waves can be observed and that this energy can be collected and converted into electricity. If I had been able to test the energy produced from other sources and use a more efficient method to collect the energy, my experiment would have produced more accurate and useful results.
B: Marianna Bifulco, Kaiserslautern High School, Kaiserslautern, Germany Mentor: Nancy Hoehn, Teacher, Kaiserslautern High School
Recharging Batteries While Flying a Kite
This project was originally was not the researcher’s first pick but evolved into what they have now, although it still revolved around the same idea and passion;to help the world. This project was created to help those around the world who do not have electricity to charge things that are a necessity in life today, cell phones. This project revolves around a generator that will be suspended in mid air, being held up by a box kite, and will spin to produce electricity/power. To do this the researcher engineered a generator that would be able to charge any sort of battery or electronic plugged into it. By testing her generator in six different wind speeds produced by a warehouse and a desktop fan she ended up with 102 different trials that took her 36 hours to complete. After completing this project the researcher hopes that others around the world will follow this example and create something that will help others too.
This project was originally was not the researcher’s first pick but evolved into what they have now, although it still revolved around the same idea and passion;to help the world. This project was created to help those around the world who do not have electricity to charge things that are a necessity in life today, cell phones. This project revolves around a generator that will be suspended in mid air, being held up by a box kite, and will spin to produce electricity/power. To do this the researcher engineered a generator that would be able to charge any sort of battery or electronic plugged into it. By testing her generator in six different wind speeds produced by a warehouse and a desktop fan she ended up with 102 different trials that took her 36 hours to complete. After completing this project the researcher hopes that others around the world will follow this example and create something that will help others too.
C: Samantha Sanders, Sigonella High School, Sigonella, Italy
Mentor: Marsha McCauley, Teacher, Sigonella High School
Non-Newtonian Helmets
How much would a non-Newtonian fluid reduce the force exerted on a helmet? The researcher believes that if a force is exerted on the surface of a helmet which is filled with a non-Newtonian fluid, then the force felt on a head within the helmet will have been reduced by 5 newtons, plus or minus 3. The researcher was able to base their knowledge on two previous years of research regarding this project. The project has developed from an investigation of the abilities of non-Newtonian fluids to an application in everyday life. It was found in the research that these fluids are capable of “absorbing” blunt forces very well. In this experiment, the researcher saw promising data of force reduction but more accurate data is needed for the researcher to be sure of the capabilities of a non-Newtonian fluid used in a helmet.
How much would a non-Newtonian fluid reduce the force exerted on a helmet? The researcher believes that if a force is exerted on the surface of a helmet which is filled with a non-Newtonian fluid, then the force felt on a head within the helmet will have been reduced by 5 newtons, plus or minus 3. The researcher was able to base their knowledge on two previous years of research regarding this project. The project has developed from an investigation of the abilities of non-Newtonian fluids to an application in everyday life. It was found in the research that these fluids are capable of “absorbing” blunt forces very well. In this experiment, the researcher saw promising data of force reduction but more accurate data is needed for the researcher to be sure of the capabilities of a non-Newtonian fluid used in a helmet.
D: Ata Ozkasikci, Ankara High School, Ankara, Turkey
Mentor: Penelope Ahearn Er, Teacher, Ankara
Microbial Fuel Cell
Electricity, energy, and power are things we encounter in our everyday lives. Energy, electricity and power have begun to influence our lives in multiple ways. As humans we are always in search of new more efficient and environmentally friendly energy sources which is exactly what I tested with my experiment. During my experiment I created a microbial fuel cell (MCF) that could generate electricity from mud. I conducted the experiment by gathering mud samples to test if my MFC actually generated electricity, and if it did I measured and recorded the voltages. I tested the amount of electricity generated for 3 different MFCs all of which had varying values. The average voltage for the first MFC was 0.020 volts, for the second MFC it was 0.146 volts, and for the third MFC it was 0.066 volts. I came to conclusion that electricity could be generated from mud however at a low rate compared to other energy resources therefore to increase the power output of my machine I would have to modify my machine to make it the most efficient. I encountered some problems with my experiment, for example voltage levels generated by my machine did not satisfy my constraints and finding the necessary materials for my project were very hard. However overall my experiment was a success and I would have been unable to complete it without the help of my science teachers Mr. Ramos, Mrs. Er, and my parents therefore I would like to thank them for guiding through my project and supplying me with the necessary materials and tools for my project.
Electricity, energy, and power are things we encounter in our everyday lives. Energy, electricity and power have begun to influence our lives in multiple ways. As humans we are always in search of new more efficient and environmentally friendly energy sources which is exactly what I tested with my experiment. During my experiment I created a microbial fuel cell (MCF) that could generate electricity from mud. I conducted the experiment by gathering mud samples to test if my MFC actually generated electricity, and if it did I measured and recorded the voltages. I tested the amount of electricity generated for 3 different MFCs all of which had varying values. The average voltage for the first MFC was 0.020 volts, for the second MFC it was 0.146 volts, and for the third MFC it was 0.066 volts. I came to conclusion that electricity could be generated from mud however at a low rate compared to other energy resources therefore to increase the power output of my machine I would have to modify my machine to make it the most efficient. I encountered some problems with my experiment, for example voltage levels generated by my machine did not satisfy my constraints and finding the necessary materials for my project were very hard. However overall my experiment was a success and I would have been unable to complete it without the help of my science teachers Mr. Ramos, Mrs. Er, and my parents therefore I would like to thank them for guiding through my project and supplying me with the necessary materials and tools for my project.
E: Ebony Givens, Ramstein High School, Ramstein, Germany
Mentor: Michelle Harrington, Teacher, Ramstein High School
Can Doing Tongue Twisters Affect Someone’s Speaking?
That “sss” sound that is accented when speaking is, most of the time, unpleasant. Some websites make a bold claim and state that simply saying a tongue twister would affect the voice. How it would be affected, wasn’t really specified. The hypothesis tied to this experiment is “If a chorus, band, drama, or quiet student were to say a simple tongue twister numerous times, then their speaking voices would be affected.” Knowing that the vocal folds can be trained to make certain sounds over time naturally was a critical fact in this research. After listening to people talk, it was found that most of them harshly popped their “p” and/or dragged their “s.” Then the question “ maybe doing a warm up could help with speech,” was asked. After searching, some websites did claim that tongue twisters were considered a vocal exercise/warm up. Soon all the materials were gathered and the experiment was under way. The experiment supported the initial hypothesis, but revealed different results. The “s” and “b” were just as prominent when the tongue twister was read once and not at all. But, as stated before, the experiment did support the hypothesis because the sound blended when the tongue twister was read 3 times across all groups. Life Science can be furthered by this because this helps to add more information to vocal fold manipulation.\
That “sss” sound that is accented when speaking is, most of the time, unpleasant. Some websites make a bold claim and state that simply saying a tongue twister would affect the voice. How it would be affected, wasn’t really specified. The hypothesis tied to this experiment is “If a chorus, band, drama, or quiet student were to say a simple tongue twister numerous times, then their speaking voices would be affected.” Knowing that the vocal folds can be trained to make certain sounds over time naturally was a critical fact in this research. After listening to people talk, it was found that most of them harshly popped their “p” and/or dragged their “s.” Then the question “ maybe doing a warm up could help with speech,” was asked. After searching, some websites did claim that tongue twisters were considered a vocal exercise/warm up. Soon all the materials were gathered and the experiment was under way. The experiment supported the initial hypothesis, but revealed different results. The “s” and “b” were just as prominent when the tongue twister was read once and not at all. But, as stated before, the experiment did support the hypothesis because the sound blended when the tongue twister was read 3 times across all groups. Life Science can be furthered by this because this helps to add more information to vocal fold manipulation.\
F: Annette Belleman, Brussels High School, Brussels, Belgium
Mentor: Mari Brown, Teacher, Brussels High School
Effects of Screen Time on Memory
The paper examines how screen time in young adults affects memory. The purpose of this paper is to analyze both how memory is affected immediately after a period of screen time and how memory is affected by habitual screen time. Additionally, the paper also analyzes how color of a screen may also influence the effects on the memory. Testing memory before and after a short period of screen time, the researcher analyzed how a twelve-minute video impacted the results of a second memory test as compared to a first memory test. Additionally, the first memory test scores were analyzed in conjunction with the hours of weekly screen time. The paper concludes that the results supported a negative relationship between memory and the total weekly screen time, or habitual screen time, and the results did not support the screen time session in the experiment causing a decrease in the memory skills of the subjects. The paper also concludes that the results did not support a blue-colored screen impairing the memory more than a red-colored screen.
The paper examines how screen time in young adults affects memory. The purpose of this paper is to analyze both how memory is affected immediately after a period of screen time and how memory is affected by habitual screen time. Additionally, the paper also analyzes how color of a screen may also influence the effects on the memory. Testing memory before and after a short period of screen time, the researcher analyzed how a twelve-minute video impacted the results of a second memory test as compared to a first memory test. Additionally, the first memory test scores were analyzed in conjunction with the hours of weekly screen time. The paper concludes that the results supported a negative relationship between memory and the total weekly screen time, or habitual screen time, and the results did not support the screen time session in the experiment causing a decrease in the memory skills of the subjects. The paper also concludes that the results did not support a blue-colored screen impairing the memory more than a red-colored screen.
A: Jerrome Hamilton, Kaiserslautern High School, Kaiserslautern, Germany Mentor: Nancy Hoehn, Teacher, Kaiserslautern High School
Effect of the Shape of Airfoils on Lift
For this Project, the researcher has conducted research about how a shape of an Airfoil affects the lift of a Plane lift.To achieve this goal he has designed 5 different airfoils, based on real aircraft, such as the F-16 Fighting Falcon.And after designing these 5 different airfoils in CAD Software as well 3D printing them.Parallel to this, he then cut each shape out of styrofoam to test them in a Wind tester, as all 3D printed wings were too heavy to test on the Wing tester.And all wings in the Wing tester gave very detailed results showing each wings performance. For the planes, he had chosen the F-16 A modern day fighter jet, and a WW2 fighter plane the P-51 Mustang.he also had three bigger planes with the C-5 a modern-day cargo plane of the USAF with a refueling plane the KC-135.And last but not least the B-29 a WW2 Bomber.For my most significant results, he had found that the bigger planes designed to carry the heaviest cargo.With the exception of the P-51 and B-29.Where the P-51 had an airfoil designs which created more lift.Although the B-29 can still carry the ton of cargo.As shown when B-29 was the plane that carried and bombed Hiroshima.
For this Project, the researcher has conducted research about how a shape of an Airfoil affects the lift of a Plane lift.To achieve this goal he has designed 5 different airfoils, based on real aircraft, such as the F-16 Fighting Falcon.And after designing these 5 different airfoils in CAD Software as well 3D printing them.Parallel to this, he then cut each shape out of styrofoam to test them in a Wind tester, as all 3D printed wings were too heavy to test on the Wing tester.And all wings in the Wing tester gave very detailed results showing each wings performance. For the planes, he had chosen the F-16 A modern day fighter jet, and a WW2 fighter plane the P-51 Mustang.he also had three bigger planes with the C-5 a modern-day cargo plane of the USAF with a refueling plane the KC-135.And last but not least the B-29 a WW2 Bomber.For my most significant results, he had found that the bigger planes designed to carry the heaviest cargo.With the exception of the P-51 and B-29.Where the P-51 had an airfoil designs which created more lift.Although the B-29 can still carry the ton of cargo.As shown when B-29 was the plane that carried and bombed Hiroshima.
B: Landon Jaeger, Ankara High School, Ankara, Turkey
Mentor: Penelope Ahearn, Teacher, Ankara High School
Effect of Caffeine on Great Northern Bean Height
Does caffeine affect the height of the Great Northern Bean? This is the question I will attempt to answer. For this experiment I will water each set (5 beans in each pot) of Great Northern Beans 50 mL per day (recommended is 100 mL, however I have small pots, in result they don’t need as much), and will add varying amounts of caffeine into the water (independent variable). For the control, the first set of beans will be grown with only water (the control). For the 2nd and 3rd pots, I will use 20 mg of caffeine per 50 mL, and 40 mg of caffeine per 50 mL. The constants will include, the same type of dirt, same amount of
water per day, grown in the same area, etc. After about two weeks, I will take the mean height of each plant, the dependent variable, and compare them to each other. In conclusion, the average height for the plants with only water was about 13.5 cm, 19.7 cm for the 20 mg caffeine plants, and 9.3 cm for the 40 mg caffeine plants. This study has made me conclude that caffeine does boost the height of the Great Northern Bean, in comparison to the usual growth source, water, however too much caffeine hurts the growth of this bean.
Does caffeine affect the height of the Great Northern Bean? This is the question I will attempt to answer. For this experiment I will water each set (5 beans in each pot) of Great Northern Beans 50 mL per day (recommended is 100 mL, however I have small pots, in result they don’t need as much), and will add varying amounts of caffeine into the water (independent variable). For the control, the first set of beans will be grown with only water (the control). For the 2nd and 3rd pots, I will use 20 mg of caffeine per 50 mL, and 40 mg of caffeine per 50 mL. The constants will include, the same type of dirt, same amount of
water per day, grown in the same area, etc. After about two weeks, I will take the mean height of each plant, the dependent variable, and compare them to each other. In conclusion, the average height for the plants with only water was about 13.5 cm, 19.7 cm for the 20 mg caffeine plants, and 9.3 cm for the 40 mg caffeine plants. This study has made me conclude that caffeine does boost the height of the Great Northern Bean, in comparison to the usual growth source, water, however too much caffeine hurts the growth of this bean.
C: Stefan Shatlan, Vilseck High School, Vilseck, Germany
Mentor: Susan Holt, Teacher, Vilseck High School
The Effects of Different Greenhouse Coverings on Young Sorrel Plant Growth and Weight
The purpose of this research paper is to determine the most plant growth-efficient greenhouse covering material for garden sorrel, or rumex acetosa. The best plant growth was found by measuring the end weights of the sorrel in each greenhouse environment. The same concepts could also be applied to different plants. There were almost no problems encountered during the experiment, except for the accidental shattering of a beaker unspecific to the experiment. The time limit that it was performed in, however, was short, as it was begun in November and finished in December, and done over a twenty-seven day period. The experiment was carried out inside a classroom, where the greenhouses and the garden sorrel inside them were set up against the window, along with an open, non-greenhouse control that also had sorrel growing. These greenhouse covering materials were polyethylene, acrylic, and glass. Wood was used as well for the frames of the polyethylene and acrylic greenhouses. Every Monday, Wednesday, and Friday the sorrel in each environment was watered, excluding one Friday during the long weekend. It was observed that the soil inside the polyethylene and acrylic greenhouses remained moist longer than in the glass greenhouse and open control, even though each of the four environments was given the exact same amount and type of water and soil. The polyethylene greenhouse had the heaviest sorrel weight and hence the most efficient plant growth, followed by acrylic, glass, and the open control in order of weight.
The purpose of this research paper is to determine the most plant growth-efficient greenhouse covering material for garden sorrel, or rumex acetosa. The best plant growth was found by measuring the end weights of the sorrel in each greenhouse environment. The same concepts could also be applied to different plants. There were almost no problems encountered during the experiment, except for the accidental shattering of a beaker unspecific to the experiment. The time limit that it was performed in, however, was short, as it was begun in November and finished in December, and done over a twenty-seven day period. The experiment was carried out inside a classroom, where the greenhouses and the garden sorrel inside them were set up against the window, along with an open, non-greenhouse control that also had sorrel growing. These greenhouse covering materials were polyethylene, acrylic, and glass. Wood was used as well for the frames of the polyethylene and acrylic greenhouses. Every Monday, Wednesday, and Friday the sorrel in each environment was watered, excluding one Friday during the long weekend. It was observed that the soil inside the polyethylene and acrylic greenhouses remained moist longer than in the glass greenhouse and open control, even though each of the four environments was given the exact same amount and type of water and soil. The polyethylene greenhouse had the heaviest sorrel weight and hence the most efficient plant growth, followed by acrylic, glass, and the open control in order of weight.
D: Jeffrey Millburg, Kaiserslautern High School, Kaiserslautern, Germany
Mentor: Dennis DePriest / Nancy Hoehn, Teacher, East DSO / Kaiserslautern High School
Effects of Physical Activity on Memory
The objective of this project was to observe how physical activity affects memory. One hundred and three students memorized a list of ten words for two minutes and recreated the list afterwards. After this, the students got up and danced for four minutes, then memorized a different list of 10 words for another two minutes. Next, they recreated the new list. In order to ensure one list was not harder than the other, the researcher took random words from the Dolch word list that most students learn during first and second grades. They did this by random number generating numbers 1-100. The first ten numbers went on the first list. The next ten went on the second. The researcher also made sure to assign the lists randomly. They had to follow a strict script to ensure the procedure was the same for each group. The testing script, procedure, and proposal were sent to several experts in psychology, education, nursing, or physical activity, who acted as the research committee and approved everything before the experiment. The results showed that students remembered more on the test with four minutes physical activity. The amount of words in the correct places increased by about 11% after exercising. The number of words not from the list and spaces left blank decreased slightly. These things are important because this can help students improve their memory skills and meet daily physical activity recommendations by exercising for four minutes before trying to learn something.
The objective of this project was to observe how physical activity affects memory. One hundred and three students memorized a list of ten words for two minutes and recreated the list afterwards. After this, the students got up and danced for four minutes, then memorized a different list of 10 words for another two minutes. Next, they recreated the new list. In order to ensure one list was not harder than the other, the researcher took random words from the Dolch word list that most students learn during first and second grades. They did this by random number generating numbers 1-100. The first ten numbers went on the first list. The next ten went on the second. The researcher also made sure to assign the lists randomly. They had to follow a strict script to ensure the procedure was the same for each group. The testing script, procedure, and proposal were sent to several experts in psychology, education, nursing, or physical activity, who acted as the research committee and approved everything before the experiment. The results showed that students remembered more on the test with four minutes physical activity. The amount of words in the correct places increased by about 11% after exercising. The number of words not from the list and spaces left blank decreased slightly. These things are important because this can help students improve their memory skills and meet daily physical activity recommendations by exercising for four minutes before trying to learn something.
E: Shreya Cheekatla, Ankara High School, Ankara, Turkey
Mentor: Penelope Ahearn, Teacher, Ankara High School
Maximum Aircraft Pitch for a Boeing B737-800
I wanted to see if there was a relation between the speed of an aircraft and the pitch of the aircraft that would cause it to gain the most altitude in time. I predicted that the relation would be linear, so that the pitch of the aircraft that caused the aircraft to gain the most altitude over time would change at a constant rate as the speed increases. I changed the speed and the pitch at the different speeds, and monitored the altitude and speed as they changed over the course of the ascent. My research showed that aircraft manufacturers place a pitch limit of 15° for safety, so this further encouraged me to test the extremes above that. I chose this topic because I noticed that very often, it takes a long time for commercial aircraft to reach their assigned cruise altitude a. I hoped to find a relation between pitch and speed after takeoff, and apply it so that commercial airliners can ascend as fast as possible within safe parameters. My thanks to Ms. Ahearn Er for her support this year, and to the Microsoft Corporation for developing the most realistic flight simulator currently available to the public.
I wanted to see if there was a relation between the speed of an aircraft and the pitch of the aircraft that would cause it to gain the most altitude in time. I predicted that the relation would be linear, so that the pitch of the aircraft that caused the aircraft to gain the most altitude over time would change at a constant rate as the speed increases. I changed the speed and the pitch at the different speeds, and monitored the altitude and speed as they changed over the course of the ascent. My research showed that aircraft manufacturers place a pitch limit of 15° for safety, so this further encouraged me to test the extremes above that. I chose this topic because I noticed that very often, it takes a long time for commercial aircraft to reach their assigned cruise altitude a. I hoped to find a relation between pitch and speed after takeoff, and apply it so that commercial airliners can ascend as fast as possible within safe parameters. My thanks to Ms. Ahearn Er for her support this year, and to the Microsoft Corporation for developing the most realistic flight simulator currently available to the public.
F: Aleena Manning, Sigonella High School, Sigonella, Italy
Mentor: Marsha McCauley, Teacher, Sigonella High School
The Green and The Mean: The Environmental Impact of Various Cleaning Agents
In this experiment, the researcher tested with several types of cleaning agents to see their effects on the environment. She tested with 7th Generation laundry detergent, 7th Generation cleaner, Lysol cleaner, and Tide laundry detergent. The researcher was testing for pH and total levels of alkalinity of these products, when mixed with one cup of water. In the end, she found that while water (the control group) was clearly the best for the environment, that both of the 7th Generation products tested better than the not specifically ‘green’ products. Although, the 7th Generation cleaner tested as more environmentally friendly option than all of the tested liquids with added materials.
In this experiment, the researcher tested with several types of cleaning agents to see their effects on the environment. She tested with 7th Generation laundry detergent, 7th Generation cleaner, Lysol cleaner, and Tide laundry detergent. The researcher was testing for pH and total levels of alkalinity of these products, when mixed with one cup of water. In the end, she found that while water (the control group) was clearly the best for the environment, that both of the 7th Generation products tested better than the not specifically ‘green’ products. Although, the 7th Generation cleaner tested as more environmentally friendly option than all of the tested liquids with added materials.