Hedgesville High School

Hedgesville High School Science Fair Project Guide 2011—2012

Important Dates: All written assignments must be typed. Ĕ Assignment 1: Project Approval (30 points) . Due Tuesday, August 30, 2011 Ĕ Assignment 2: Experimental Design (50 points) . Due Thursday, September 15, 2011 Ĕ Assignment 3: Research Plan and Paperwork (75 points) . Due Thursday, September 29, 2011 Ĕ Assignment 4: Sample Data Chart and Graph (30 points) . Due Thursday, October 6, 2011 Ĕ Assignment 5: Completed Science Fair Paper (with abstract) (125 points) . Due Wednesday, December 14, 2011 Ĕ Assignment 6: Presentation (visual and oral) (200 points) . Due Wednesday, December 14, 2011 . BRING YOUR OWN TABLE! . Set-up for the Science Fair is the night before the fair from 5:00–8:00 PM. . Science fair projects should be removed directly after seventh period when the Science Fair is over. . SNOW DATES: DECEMBER 21, SET UP ON DECEMBER 20

With each new assignment, the previous graded assignments are also handed in. Everything is to be completed in a folder with each assignment stapled separately. Why complete a Science Fair Project?

A science fair project is the ultimate answer to the often asked student question: "Why do I need to learn this stuff, anyway?"

It integrates, into one functional activity, virtually all of the skills and arts that are usually taught separately (sometimes not at all or without obvious "purpose") in many schools. When brought to completion, the project is an amalgamation of reading, writing, spelling, grammar, math, statistics, ethics, logic, critical thinking, computer science, graphic arts, scientific methodology, self-learning of one or more technical or specialty fields, and (if the project qualifies for formal competition) public speaking and defense in front of expert judges. It is, perhaps, the only educational activity that allows students to teach themselves, to take from the established information what they need to discover something exciting and new, and to identify and choose the tools that they need to conduct and conclude their project. When a student completes a science fair project, year after year, through junior and senior high school, the science fair process yields mature, self-confident, skilled, and competitive young leaders who have career goals and the preparation, discipline, and drive to attain them.

Second

A science fair project can be self-validating and exciting because it is not just practice. It involves real discovery of little known or even unknown information.

It develops personal power of importance in students, where perhaps none or little existed before. The project usually is based on scientific questions or interests that the students already have, and allows them to develop the questions independently into formal, testable, solvable problems. When such studies are undertaken in earnest, the students often become driven by their projects. Learning the outcome and finding the answer can be an electrifyingly powerful moment of discovery. It proves to students, and to others, that they were successful and that they did it on their own! The result? An ordinary student is motivated to become an excellent student, and an excellent student to become a scholar. Of all the programs that a school might offer a student to improve self esteem, it seems that participation in a science fair is one sure-fire way to build student confidence, challenge potential, and instill the incredible feeling of independent achievement that the successful science fair project provides.

Finally

Science fair projects can pay off in cash and open the doors of academic opportunity.

Well-done projects generally lead to competition and awards at Intel® ISEF-affiliated regional fairs. First-place winners at regional fairs usually have the opportunity to compete for additional awards in the West Virginia State Science Fair. Top first-place winners from junior and senior divisions in many fairs are selected as sweepstakes winners and receive cash awards. Additionally, selected senior sweepstakes winners (the best of the best) go on to compete with other grand prize winners from throughout the world for substantial cash and scholarship prizes at the annual Intel International Science and Engineering Fair.

Perhaps most importantly, however, graduating high school students with records of awards for original research or engineering at the regional fair and beyond, have a distinct advantage over other college applicants in being considered and accepted by the schools of their choice. This is because science fair honors rank high among the screening factors used by admissions officers at most top universities.

Lastly, students who participate in regional fairs have their projects evaluated by top local scientists from research and industry. Participants whose projects are judged to be worthy of international competition will be judged by the top scientists of the world. Imagine your student discussing a project with a Nobel Prize winner. The exposure and self confidence such an opportunity generates cannot be quantified.

(The above statement is excerpted, with thanks, from the Greater San Diego Science and Engineering Fair Web site.)

Finally, students who do not complete a project will find it difficult to pass a class that requires it, because it is a large part of the first semester grade. ASSIGNMENT 1: Project Approval (30 points) *****The project should not be started at this point.***** The teacher reserves the right to deny any project; that is the purpose of having a project approval. If your project idea is rejected, you have 3 days to change your project to an acceptable one.

This assignment contains 5 simple parts: background information, question being addressed, variable identification, brief methods, and sources list. The following format is to be used.

Name Class Period Date Assignment 1: Project Approval

Background Information:

In this section, you will use at least two of your five sources to give a bit of information about your chosen test subject. When you site the sources, please use the proper format

(Author’s last name, page number). This section should be at least two good paragraphs long.

Question Being Addressed:

This section only needs to be one sentence that gives the actual question you are addressing with your project.

Variable Identification:

In this section, you must define the variables and controls that will be present in your experiment. The independent variable is the part of the experiment that you know ahead of time.

The dependent variable is the part of the experimental set-up that you do not know before the experiment; you will need to measure it as the experiment continues. Confounding variables are things that you are planning to control so that your experimental results cannot be attributed to other differences. Explain in this section how you plan on controlling your confounding variables.

Brief Methods:

In this section, you will write how you are going to answer the question you are addressing.

It will need to be at least five sentences long, and it has to be something that you can physically do. In this section, consider the materials needed and if you may have to buy or borrow them.

Sources List: (At least 3 at this point)

In this section, list the sources you might use or are planning to use throughout your investigation. These should be formatted in APA style or MLA format.

*******For more information, see the examples section at the end of this project guide.*******

Assignment 1: Project Approval Rubric Criteria Points Possible Points Earned Format: -typed 5 -double spaced -others (titled, labeled, heading) Background Information: -two of five sources used 5 -sources cited properly -length (at least 2 paragraphs) Question Being Addressed: 4 -question written can be experimented on and completed by student Variable Identification: -independent variable identified -dependent variable identified 8 -confounding variables identified -confounding variables controlled Brief Methods: 3 -process seems complete Source List: -three (3) sources listed 5 -sources in proper format (MLA or APA)

ASSIGNMENT 2: Experimental Design (50 points) This assignment includes the following: background information, question being addressed, hypothesis, materials, precautions/safety, detailed description of methods, and sources list. The following format is to be used.

Name Class Period Date Assignment 2: Experimental Design

Corrected (and lengthened) from last assignment

Question Being Addressed:

Corrected from last assignment

Hypothesis:

A sentence stating how you expect your experiment to turn out.

Corrected from last assignment.

Materials:

A paragraph giving a list of materials needed for your experiment and how you plan to obtain them.

Precautions/Safety:

Write at least two areas of this experiment in which you will need to take great care.

Methods:

In this section, you will write how you are going to answer the question you are addressing.

It will include both the procedure and how you will analyze the data you receive. Your procedure must be in great detail as to let anyone repeat it.

Sources List: (At least 5 at this point) Corrected, if needed, from last assignment; still in MLA or APA.

*******For more information, see the examples section at the end of this project guide.******* Assignment 2: Experimental Design Rubric Criteria Points Possible Points Earned Format: 5 -typed -double spaced -others (titled, labeled, heading) Background Information: 5 -two of five sources used -sources cited properly -length (at least 2 paragraphs) Question Being Addressed: 2 -question written can be experimented on and completed by student Hypothesis: 2 -Hypothesis is related to the background research -Provides an explanation for the hypothesis Variable Identification: 4 -independent variable identified -dependent variable identified -confounding variables identified -confounding variables controlled Materials: 6 -Essential materials listed appropriate units. Precautions/Safety: 4 -Relevant safety information (Must include at least 2) Methods: 15 -Steps listed in sequential order including appropriate measurements and units when necessary. Including any relevant safety information -Includes multiple trials or demonstrates the importance of adequate sample size -Grammar/spelling (must be written in third person) Sources List: 7 -Five (5) sources listed -sources in proper format (MLA or APA)

Assignment 3: Research Plan and Paperwork (75 points)

The completed corrected research plan is worth 50 points; the completed paperwork is worth 25 points (50 + 25 = 75 total points). The correct paperwork is found on the following website:

http://www.societyforscience.org/isef/document/

Form 1, 1A, and 1B must be completed for all projects. Other forms for various projects are to be completed as deemed necessary for your project. If you do not know which forms to complete, ASK!!!

You have already completed most of the work for the research plan in the previous assignments.

Assignment 3: Research Plan and Paperwork (75 points) Criteria Points Possible Points Earned Form (1) Checklist for Adult Sponsor 8 - Typed - Student Name, Project Title, Adult Sponsor, Phone, and Email filled in. - Appropriate Check boxes filled Student Checklist (1A) 8 - Student Name, Grade, Phone, Email, Title, School w/ Address/phone - Projected start/end date filled in - Location of Project Approval Form (1B) 4 - Student Name and Parent Name printed - Student and Parent have signed/dated Other necessary paperwork (if applicable) 5 - correctly filled out Research Plan Format 5 - typed - double spaced - others (titled, labeled, headings….) A. Question Being Addressed 5 B. Hypothesis 5 C. Description in detail of method or procedures 25 - Procedures – in detail - Data Analysis D. Bibliography 10 - Five sources listed. - MLA or APA format

Assignment 4: Sample Data Chart and Graph (30 points)

For this assignment, a blank copy of the data chart (table) and a blank graph are required. Include a paragraph explaining why you chose the format (bar, pie, line, etc.) of the graph. Each section (table, graph, and paragraph) will be worth 10 points.

Assignment 4: Sample Data Table and Graph Rubric (30 points) Criteria Points Possible Points Earned Data Table Correct style for project Appropriate title 10 Variables in the headings of each column/row Correct units Sample Graph Correct graph type for project Appropriate title Legend (Bar and line graph) 10 X axis has correct variable and unit Y axis has correct variable and unit (Pie graph) Categories given for each section Paragraph 10 Explain why graph and table format chosen

Assignment 5: Completed Science Fair Paper (100 points) For this assignment, the completed science fair paper is due. It must include a descriptive title, background information, question and hypothesis, materials, variables, precautions, methods, data (in chart form), analysis (preferably in a graph form) with explanation, conclusions, and bibliography (source list). The following criteria will be used to grade the science fair papers. Use the following information to determine the category into which your project falls. This must be listed on your title page.

1. Animal Sciences 9. Energy and Transportation 2. Behavioral and Social Sciences 10. Environmental Sciences 3. Biochemistry 11. Mathematical Science 4. Cellular and Molecular Biology 12. Medicine and Health Sciences 5. Chemistry 13. Microbiology 6. Computer Science 14. Physics and Astronomy 7. Earth Science 15. Plant Sciences 8. Engineering

Assignment 6: Presentation (oral and visual) (200 points) The visual presentation is to be a backboard; you will also need a table for the science fair. Make sure to label the table with your name and your teacher’s name. The oral presentation will be given to a judge on the day of the science fair; the judge will score your presentation based on the criteria on the following judge’s score sheet. You want to look nice for the presentation. Practice your presentation with an audience; it will make you sound and feel more confident in front of the judge. Rubric for Science Fair Paper (Assignment 5) 0 = missing; 1 = poor; 2 = fair; 3 = excellent Title- Descriptive in the form: (The Effect of ___ on ____) 1 2 3 Personal identification (Name, Class and Class Period, Teacher, Category of 1 2 3 (x2) Project, Date) /9 Table of Contents- Highlights all of the major sections of the paper with page numbers 1 2 3 (x2) /6 Abstract Follows all ISEF guidelines. 1 2 3 4 5 (x5) /25 Introduction- Background research is consistent with the topic. 1 2 3 Research includes information that provides a framework for the study. 1 2 3 (x2) Grammar/spelling (must be written in the third person) 1 2 3 /12 Hypothesis- Hypothesis is related to the background research 1 2 3 Provides an explanation for the hypothesis 1 2 3 /6 List of materials- Essential materials listed by category with appropriate units. 1 2 3 /3 Identification of variables- Independent and dependent variables identified. 1 2 3 Explanation of the management of outside variables in the experimental 1 2 3 procedure. (How were other variables kept constant?) /6 Precautions- Relevant safety information (Must include at least 2) 1 2 3 (x2) /6 Procedure- Steps listed in sequential order including appropriate measurements and units when 1 2 3 necessary. Including any relevant safety information 1 2 3 Includes multiple trials or demonstrates the importance of adequate 1 2 3 sample size /9 Grammar/spelling (must be written in third person) Data- Displayed in the form of a chart, graph, table, etc. 1 2 3 Well organized, understandable 1 2 3 Properly labeled (Titles for graphs and tables, axes labeled, correctly 1 2 3 scaled) /9 Analysis- Discusses trends in data, making reference to key data points. (Statistical 1 2 3 (x3) Analysis) 1 2 3 Discusses any outliers that may be present in the data /12 Conclusion- Answers the question: Was the hypothesis supported? (making reference 1 2 3 4 to supporting data) 1 2 3 Makes a reference to the background information, connecting this study to former research 1 2 3 (includes possible scientific explanation) States limitations of the experiment (potential sources of error) 1 2 3 Suggests improvements to the experiment and future research ideas 1 2 3 Grammar/spelling (must be in third person) /16 Bibliography- Sources listed according to APA or MLA format. 1 2 3 (see website on how to use APA: http://webster.commnet.edu/apa/ Minimum of five sources provided. Sources must be acceptable, scientific 1 2 3 sources. /6

Total Points (125) ______Comments: Assignment 6: Presentation (oral and visual) (200 points) With each new assignment, the previous graded assignments are also handed in. Everything is to be completed in a folder with each assignment stapled separately. Anyone Student somethingth period Date Due or before

Assignment 1: Project Approval

Members of the phylum of flattened worms, Platyhelminthes, can occur in fresh and salt water habitats; some of these organisms do not require standing water, but have adaptations for living in moist places on land. Most of the freshwater forms are small and easily overlooked in the wild

(Buchsbaum, Bushsbaum, Pearse, & Pearse, 7).

The common Planarian, which will be used in this investigation, can be obtained from freshwater streams and ponds. Planaria are carnivorous, scavenging upon small living animals or those that are freshly dead. The head of the Planarian bears a pair of pigmented eyespots and a pair of side projections called auricles (similar in appearance to the antennae of insect species). The eyespots in Planarians respond to light; the auricles have sensory cells that respond to chemicals and/or touch

(Buchsbaum, Bushsbaum, Pearse, & Pearse, 7). These organisms do not have a functioning brain, but rather a simple nerve that functions as its entire central nervous system (Buchsbaum, Bushsbaum,

Pearse, & Pearse, 8).

Gas exchange for a Planarian, like most flatworms, occurs by simple diffusion through the surface. The organism also removes its nitrogenous wastes in this same manner. If the animal is injured, it can regenerate some cells. If the injury is extensive (for example, a Planarian is cut in half), regeneration of parts actually leads to asexual reproduction of the organism (Alessandrello,

Novikov, Sheiman, Klyubin, and Fesenko (2005) indicate that the rate of regeneration can be accelerated through modulation of a weak magnetic field or microwaves before the animal is bisected. Question Being Addressed:

Does a strong magnetic field affect the rate of regeneration in a common planarian?

The independent variable is the various strengths of the magnetic fields to which the organism will be exposed. The dependent variable will be amount of time required for the organism to regenerate to its former size. Confounding variables may possibly include conditions under which the organism is bisected and conditions under which the organism is maintained throughout the length of the experiment. All organisms will be bisected at the same time and in the same manner (cut in half through their center); the organisms will be placed on ice before and during bisection to slow their movements and slightly anesthetize them. All organisms will be bisected before any is removed from the ice and placed under normal conditions. The maintenance of the planarians throughout the experiment will be in a temperature-light-controlled environment (22 – 25oC and 12 hr light/dark cycle); they will be fed once a week and will be placed in petri dishes with spring water. Organisms will be observed under a dissecting microscope within the controlled environment.

Brief Methods:

Using a gauss meter, the intensity of magnetic fields at the surface of one neodymium magnet, two neodymium magnets stuck together, and three neodymium magnets stuck together will be measured and recorded. A group of planarians will be separated into one of six categories with a minimum of five planarians in each category. Categories are as follows: bisected, no magnets; bisected, 1 magnet; bisected, 2 magnets; bisected, 3 magnets; untreated, no magnets; and untreated, 3 magnets. The number of organisms with visible regeneration will be compared over the course of two weeks. Results will be recorded and analyzed for statistical differences. Sources List

Alessandrello, A., Pinna, G., & Teruzzi, G. 1988. Land planarian locomotion trail from the Lower

Permian of Lombardian pre-Alps. Atti della Societa Italiana di Scienze Naturale e Storia

Naturale, Milano, 129(2-3): 139-145.

Buchsbaum, R., Buchsbaum, M., Pearse, J. & Pearse, V. 1987. Animals Without Backbones.

Chicago: University of Chicago Press.

Novikov, V.V., Sheiman, I.M., Klyubin, A.V. & Fesenko, E.E. (2005). Effect of Weak and Ultraweak

Combined Magnetic Fields and Low-Intensity Microwaves on Regeneration in the Planarian

Dugesia tigrina. Cellular Biophysics, 90, 14-22. Anyone Student 57th period Date Due or before

Assignment 2: Experimental Design

Dugesia tigrina (a common planarian) will be used in this investigation and can be obtained from freshwater streams and ponds. Planaria are carnivorous, scavenging upon small living animals or those that are freshly dead. The head of the Planarian bears a pair of pigmented eyespots and a pair of side projections called auricles (similar in appearance to the antennae of insect species). The eyespots in Planarians respond to light; the auricles have sensory cells that respond to chemicals and/or touch (Buchsbaum, Bushsbaum, Pearse, & Pearse, 7). These organisms do not have a functioning brain, but rather a simple nerve that functions as its entire central nervous system

Novikov, Sheiman, Klyubin, and Fesenko (2005) indicate that the rate of regeneration can be accelerated through modulation of a weak magnetic field or microwaves before the animal is bisected. Question Being Addressed:

Do increases in a magnetic field affect the rate of regeneration in a common planarian?

Hypothesis:

By increasing the intensity of a magnetic field, the regeneration rate of a planarian will be increased. The findings of Novikov, Sheiman, Klyubin, and Fesenko (2005) indicate that a weak magnetic field can increase the rates of regeneration of planarians; therefore, it is proposed that if the intensity of the magnetic field is increased, the regenerative growth of the planarian will increase also.

The independent variable is the various strengths of the magnetic fields to which the organism will be exposed. The dependent variable will be amount of time required for the organism to regenerate to its former size. Confounding variables may possibly include conditions under which the organism is bisected and conditions under which the organism is maintained throughout the length of the experiment. All organisms will be bisected at the same time and in the same manner (cut in half through their center); the organisms will be placed on ice before and during bisection to slow their movements and slightly anesthetize them. All organisms will be bisected before any is removed from the ice and placed under normal conditions. The maintenance of the planarians throughout the experiment will be in a temperature-light-controlled environment (22 – 25oC and darkened); they will be fed once a week and will be placed in petri dishes with spring water. Organisms will be observed under a dissecting microscope within the controlled environment.

Materials:

The following materials will be required for this experiment: a sample of at least 30 planarians, ice, a scalpel, spring water, 6 Petri dishes (100 mm diameter), 6 pieces of steel sheet metal, each approx. 100 mm square, and 9 neodymium magnets. Precautions/Safety:

Because neodymium magnets can be extremely strong, they snap together rapidly and may break during their usage (K & J Magnetics Inc, 2005). Follow all safety guidelines involving the use of neodymium magnets, including the use of protective eyewear during the manipulation of these magnets. Care must be taken when using sharp objects, such as a scalpel, to bisect the organisms.

Also, while bisecting the organisms, an individual must be careful to cut precisely in the center of the organism. The planarians will not be fed during the regeneration period. They are unlikely to feed during this time, so uneaten food will foul the water and the planarians will die.

Methods:

Using a gauss meter, the intensity of magnetic fields at the surface of one neodymium magnet, two neodymium magnets stuck together, and three neodymium magnets stuck together will be measured and recorded. A group of planarians will be separated into one of six categories with a minimum of five planarians in each category. Categories are as follows: bisected, no magnets; bisected, 1 magnet; bisected, 2 magnets; bisected, 3 magnets; untreated, no magnets; and untreated, 3 magnets. Space the appropriate magnets evenly over a 100 mm circle on the sheet metal squares; all of the magnets should be arranged with the same pole (either N or S) facing up. The sheet metal allows you to place the magnets closer together than you would on a non-magnetic surface, and also increases the magnetic field strength. Label the dishes 1–6 and place them on top of the correct sheet metal square. Begin bisection of at least 20 planarians through the following procedure: place each organism on ice to immobilize and anesthetize the animal, cut it in half with a scalpel (make the cut midway between the anterior and posterior ends of the animal), and immediately place the bisected pieces in the appropriate petri dish containing fresh spring water. Keep the petri dishes covered, and keep all of the dishes at the same temperature, in a place that is not exposed to bright light. Complete a 10% water change every few days. (If the water looks cloudy, it will be changed more often and/or a larger fraction of the water will be changed.) Follow the same procedure for all six dishes. The planarians will be observed daily. For each dish, the measure the length of each of the segments will be taken and recorded. The lengths of the whole animals will also need to be recorded. At the end of two weeks, the results will be summarized. The average amount of regeneration for each experimental group will be determined and compared to the control groups. The averages will be statistically compared using a student’s t-test.

Sources List:

Alessandrello, A., Pinna, G., & Teruzzi, G. (1988). Land planarian locomotion trail from the Lower

Naturale, Milano, 129(2-3): 139-145.

Buchsbaum, R., Buchsbaum, M., Pearse, J. & Pearse, V. (1987). Animals Without Backbones.

Jenrow, K. A., Smith, C. H., & Liboff, A. R. (1994). Weak extremely-low-frequency magnetic fields

and regeneration in the planarian Dugesia tigrina. Bioelectromagnetics, 16(2), 106 – 112. doi:

10.1002/bem.2250160206

K & J Magnetics Inc. (2005). Neodymium Magnet Safety. Retrieved from

http://www.kjmagnetics.com/safety.asp .

Dugesia tigrina. Cellular Biophysics, 90, 14-22. Anyone Student 57th period Date Due or before

Assignment 4: Sample Data Chart/Table and Graph

(Based on your experiment, your data chart/table and graph may have a different configuration. There will be other examples available upon request.)

Length (in mm) Initial Day Day Day Day Day Day Day Day Day Total Condition (Day0) 1 2 3 4 5 6 7 8 9 Growth Bisected, no magnets Bisected, 1 magnets Bisected, 2 magnets Bisected, 3 magnets Control, no magnets Control, 3 magnets

In the data table, there will be multiple rows for each condition type. Each planarian

will have nine days of measurement after the initial bisection. Total growth will be calculated

for each condition. In the graph, the data will be plotted as regenerative growth in millimeters

over time in days. The key will show each condition tested. (Assignment 5)

The Effect of an Increasing Magnetic Field on the Regeneration Rates of Dugesia tigrina

Name Class and Class Period Teacher Category of Project Due Date or Before Table of Contents

I. Introduction……………………………………………………………….……………. 3

II. Hypothesis……………………………………………………………….………………4

III. List of Materials………………………………………………………….…………...... 4

IV. Identification of Variables……………………………………………….………………4

V. Precautions………………………………………………………………………………5

VI. Procedure……………………………………………………………….……………5—6

VII. Data…………………………………………………………………….………….…6—8

VIII. Analysis……………………………………………………………….…………………9

IX. Conclusion…………………………………………………………….………….…9—10

X. Bibliography……………………………………………………………………….10—11 Introduction:

Dugesia tigrina (a common planarian) will be used in this investigation and can be obtained from freshwater streams and ponds. Planaria are carnivorous, scavenging upon small living animals or those that are freshly dead. The head of the Planarian bears a pair of pigmented eyespots and a pair of side projections called auricles (similar in appearance to the antennae of insect species). The eyespots in Planarians respond to light; the auricles have sensory cells that respond to chemicals and/or touch (Buchsbaum, Bushsbaum, Pearse, & Pearse, 7). These organisms do not have a functioning brain, but rather a simple nerve that functions as its entire central nervous system

Novikov, Sheiman, Klyubin, and Fesenko (2005) indicate that the rate of regeneration can be accelerated through modulation of a weak magnetic field or microwaves before the animal is bisected.

Logically, this information leads researchers to the question: Do increases in a magnetic field affect the rate of regeneration in a common planarian? Hypothesis:

By increasing the intensity of a magnetic field, the regeneration rate of a planarian will be increased. The findings of Novikov, Sheiman, Klyubin, and Fesenko (2005) indicate that a weak magnetic field can increase the rates of regeneration of planarians; therefore, it is proposed that if the intensity of the magnetic field is increased, the regenerative growth of the planarian will increase also.

Materials:

The following materials will be required for this experiment: a sample of at least 30 planarians, ice, a scalpel, spring water, 6 Petri dishes (100 mm diameter), 6 pieces of steel sheet metal, each approx. 100 mm square, and 9 neodymium magnets.

Identification of Variables:

The independent variable is the various strengths of the magnetic fields to which the organism will be exposed. The dependent variable will be amount of time required for the organism to regenerate to its former size. Confounding variables may possibly include conditions under which the organism is bisected and conditions under which the organism is maintained throughout the length of the experiment. All organisms will be bisected at the same time and in the same manner (cut in half through their center); the organisms will be placed on ice before and during bisection to slow their movements and slightly anesthetize them. All organisms will be bisected before any is removed from the ice and placed under normal conditions. The maintenance of the planarians throughout the experiment will be in a temperature-light-controlled environment (22 – 25oC and darkened); they will be fed once a week and will be placed in petri dishes with spring water. Organisms will be observed under a dissecting microscope within the controlled environment. Precautions/Safety:

Because neodymium magnets can be extremely strong, they snap together rapidly and may break during their usage (K & J Magnetics Inc, 2005). Follow all safety guidelines involving the use of neodymium magnets, including the use of protective eyewear during the manipulation of these magnets. Care must be taken when using sharp objects, such as a scalpel, to bisect the organisms.

Also, while bisecting the organisms, an individual must be careful to cut precisely in the center of the organism. The planarians will not be fed during the regeneration period. They are unlikely to feed during this time, so uneaten food will foul the water and the planarians will die.

Procedure:

Using a gauss meter, the intensity of magnetic fields at the surface of one neodymium magnet, two neodymium magnets stuck together, and three neodymium magnets stuck together was measured and recorded. A group of planarians was separated into one of six categories with five planarians in each category. Categories were as follows: bisected, no magnets (0); bisected, 1 magnet (1); bisected, 2 magnets (2); bisected, 3 magnets (3); untreated, no magnets(0c); and untreated, 3 magnets

(3c). Magnets were spaced evenly over a 100 mm circle on the sheet metal squares; all of the magnets were arranged with the same pole (North) facing up. The sheet metal allowed the researcher to place the magnets closer together than would be possible on a non-magnetic surface, and also increased the magnetic field strength. The dishes were labeled (0, 1, 2, 3, 0c, and 3c) and placed on top of the correct sheet metal square. The bisection of 20 planarians was completed through the following procedure: each organism was placed on ice to immobilize and anesthetize the animal and record its initial length, then, cut it in half with a scalpel (the cut was made midway between the anterior and posterior ends of the animal), and lastly, the bisected pieces were placed immediately in the appropriate petri dish containing fresh spring water. The petri dishes remained covered, and all of the dishes remained at the same temperature, in a place that was not exposed to bright light. For maintenance, a 10% water change on days 2, 4, 6, and

9 was completed. The planarians were observed daily. For each dish, the length (in millimeters) of each of the segments was taken and recorded. At the end of nine days, the results were summarized.

The average amount of regeneration for each experimental group was determined and compared to the control groups. The averages were compared and standard deviations were also considered for statistical importance; an analysis of variance (ANOVA) was completed to determine statistical differences.

Table 1. Raw data for regenerative growth of Dugesia tigrina.

Length (in mm) Initial (Day Day Day Day Day Day Day Day Day Day Total Condition 0) 1 2 3 4 5 6 7 8 9 Growth 0 3.0 3.0 3.0 3.0 3.1 4.2 4.7 4.7 4.7 1.7 6.0 0 3.0 3.1 3.1 3.1 3.2 4.3 4.8 4.8 4.8 1.8 0 2.5 2.8 2.8 2.8 2.9 4.0 4.5 4.5 4.5 2.0 5.5 0 3.0 3.0 3.0 3.0 3.1 4.2 4.7 4.7 4.7 1.7 0 2.0 2.3 2.3 2.3 2.4 3.5 4.0 4.0 4.0 2.0 4.5 0 2.5 2.5 2.5 2.5 2.6 3.7 4.2 4.2 4.2 1.7 0 2.5 2.5 2.5 2.5 2.6 3.7 4.2 4.2 4.2 1.7 5.0 0 2.5 2.5 2.5 2.5 2.6 3.7 4.2 4.2 4.2 1.7 0 2.9 3.0 3.0 3.0 3.1 4.2 4.7 4.7 4.7 1.8 5.5 0 2.5 2.8 2.8 2.8 2.9 4.0 4.5 4.5 4.5 2.0 1 2.0 2.0 2.3 2.4 2.5 3.9 4.6 4.6 4.6 2.6 3.5 1 1.5 1.8 2.0 2.1 2.2 3.6 4.3 4.3 4.3 2.8 1 2.0 2.0 2.2 2.3 2.4 3.8 4.5 4.5 4.5 2.5 4.0 1 2.0 2.0 2.1 2.2 2.3 3.7 4.4 4.4 4.4 2.4 1 2.0 1.8 1.9 2.0 2.1 3.5 4.2 4.2 4.2 2.2 3.5 1 1.3 1.8 2.0 2.1 2.2 3.6 4.3 4.3 4.3 3.1 1 1.5 1.8 1.8 1.9 2.0 3.4 4.1 4.1 4.1 2.6 3.5 1 2.0 1.8 2.0 2.1 2.2 3.6 4.3 4.3 4.3 2.3 1 2.3 2.3 2.3 2.4 2.5 3.9 4.6 4.6 4.6 2.4 4.5 1 2.3 2.3 2.5 2.6 2.7 4.1 4.8 4.8 4.8 2.6 2 2.0 2.0 2.2 2.4 2.5 4.1 5.0 5.0 5.0 3.0 4.0 2 2.0 2.0 2.2 2.4 2.5 4.1 5.0 5.0 5.0 3.0 2 2.0 2.3 2.5 2.7 2.8 4.4 5.3 5.3 5.3 3.3 4.5 2 2.5 2.3 2.5 2.7 2.8 4.4 5.3 5.3 5.3 2.8 2 1.8 1.8 2.0 2.2 2.3 3.9 4.8 4.8 4.8 3.0 3.5 2 1.8 1.8 2.0 2.2 2.3 3.9 4.8 4.8 4.8 3.0 2 3.0 3.0 3.2 3.4 3.5 5.1 6.0 6.0 6.0 3.0 6.0 2 3.0 3.0 3.2 3.4 3.5 5.1 6.0 6.0 6.0 3.0 2 1.5 1.8 2.1 2.3 2.4 4.0 4.9 4.9 4.9 3.4 3.5 2 2.0 1.8 2.1 2.3 2.4 4.2 5.1 5.1 5.1 3.1 3 1.5 1.5 1.8 2.1 2.2 4.0 5.0 5.0 5.0 3.5 3.0 3 1.5 1.5 1.8 2.1 2.2 4.0 5.0 5.0 5.0 3.5 3 1.5 1.5 1.8 2.1 2.2 4.0 5.0 5.0 5.0 3.5 3.0 3 1.5 1.5 1.8 2.1 2.2 4.0 5.0 5.0 5.0 3.5 3 1.8 1.8 2.1 2.4 2.5 4.3 5.3 5.3 5.3 3.5 3.5 3 1.8 1.8 2.1 2.4 2.5 4.3 5.3 5.3 5.3 3.5 3 2.5 2.5 2.8 3.1 3.2 5.0 6.0 6.0 6.0 3.5 5.0 3 2.5 2.5 3.0 3.3 3.4 5.2 6.2 6.2 6.2 3.7 3 2.5 2.5 2.7 3.0 3.1 4.9 5.9 5.9 5.9 3.4 5.0 3 2.5 2.5 2.8 3.1 3.2 5.0 6.0 6.0 6.0 3.5 0c 3.5 3.5 3.7 4.0 4.0 4.0 4.0 4.1 4.3 4.3 0.8 0c 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 0.0 0c 5.5 5.5 5.5 5.5 5.5 5.5 5.5 5.5 5.5 5.5 0.0 0c 3.0 3.0 3.0 3.2 3.5 3.5 3.5 3.8 4.0 4.0 1.0 0c 6.0 6.0 6.0 6.0 6.0 6.0 6.0 6.0 6.0 6.0 0.0 3c 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 0.0 3c 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 0.0 3c 3.0 3.0 3.0 3.3 3.5 3.7 3.7 4.0 4.2 4.2 1.2 3c 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 0.0 3c 5.5 5.5 5.5 5.5 5.5 5.5 5.5 5.5 5.5 5.5 0.0

Table 2. Summary data of average regenerative growth in Dugesia tigrina and the standard deviations of each treatment.

Average Growth Standard Condition (in mm) Deviation (over 9 days) 0 1.795 0.114 1 2.525 0.249 2 3.04 0.161 3 3.51 0.074 0c 0.36 0.498 3c 0.24 0.537

Table 3. ANOVA single-factor statistical test.

Anova: Single Factor SUMMARY Groups Count Sum Average Variance Column 1 10 17.95 1.795 0.013028 Column 2 10 25.25 2.525 0.061806 Column 3 10 30.4 3.04 0.026 Column 4 10 35.1 3.51 0.005444 Column 5 5 1.8 0.36 0.248 Column 6 5 1.2 0.24 0.288

ANOVA Source of Variation SS df MS F P-value F crit Between Groups 62.9917 5 12.59834 178.7863 4.62E-28 2.42704 Within Groups 3.1005 44 0.070466

Total 66.0922 49

Average Regnerative Growth over Nine Days 6.0

m 4.0 m

h t w o r

e v i t a r e n e g

e 2.0 Bisected, no magnets R Bisected, 1 magnet Bisected, 2 magnets Bisected, 3 magnets 1.0 Control, no magnets Control, 3 magnets

0.0 0 1 2 3 4 5 6 7 8 9 10 Day

Analysis: The results clearly indicate that increasing the magnetic field will increase the regenerative growth of Dugesia tigrina is increased; this is most noticeable through the dramatic increases in growth as the number of magnets is increased (Table 2). Bisected individuals regenerated to approximately the original size; however, it is noted that individuals within the group exposed to three-times the magnetism had a significantly higher instance of regeneration.

The results of the analysis of variance (ANOVA) shown in table 3 indicate the statistical differences in the different trials. This is specifically noted because the calculated F-value is 178.78, which higher than the F-critical value 2.43, indicating a significant statistical difference.

Conclusion:

The results above indicate that the original hypothesis is correct; a significant increase is noted in the regenerative growth of planarians as they are exposed to increasing magnetic fields. Jenrow,

Smith, and Liboff (1994) have indicated that extremely-low-frequency magnetic fields increase the rate of regeneration in Dugesia tigrina; the conclusions of this study expand the ideas of Jenrow,

Smith, and Liboff to include higher frequency magnetic fields. Also, this study indicates that a larger amount of magnetism will increase the regenerative growth to a higher degree than extremely-low frequency magnetic fields as seen in earlier experimentation.

Limitations of the experiment, which could be potential sources of error to this experiment, include basic procedural issues. For example, the control group, which was not bisected, was not supposed to have any individuals that grew during the course of the experiment; however, in the results several of the individuals increased in size. To correct for this, the researcher could maintain the planarian colony prior to experimentation, which would potentially eliminate individual growth during the experiment due to a high availability of necessary resources (food). The procedure also calls for individual planarians to be placed in ice to be measured multiple times during the experiment. This procedure has two possible sources of error: chilling the individuals, even temporarily, may change their rates of regeneration and the measuring of the individuals is difficult under any circumstances.

The results described herein could possibly be attributed to the need for an electrical gradient during regeneration (Marsh &Beams, 1957). It is possible that the use of a magnetic field increases the ability of the potassium ion pump to function. The mechanism for this is yet unknown; further investigation could answer this question.

Sources List:

Alessandrello, A., Pinna, G., & Teruzzi, G. (1988). Land planarian locomotion trail from the Lower

Naturale, Milano, 129(2-3): 139-145.

Buchsbaum, R., Buchsbaum, M., Pearse, J. & Pearse, V. (1987). Animals Without Backbones.

Jenrow, K. A., Smith, C. H., & Liboff, A. R. (1994). Weak extremely-low-frequency magnetic fields

and regeneration in the planarian Dugesia tigrina. Bioelectromagnetics, 16(2), 106 – 112. doi:

10.1002/bem.2250160206

K & J Magnetics Inc. (2005). Neodymium Magnet Safety. Retrieved from

http://www.kjmagnetics.com/safety.asp .

Marsh G. & Beams H.W. (1957). Electrical control of morphogenesis in regenerating Dugesia tigrina.

Journal of Cellular Composition and Physiology 39, 191-211 (1957).

Dugesia tigrina. Cellular Biophysics, 90, 14-22.