Fair Categories Life Sciences Physical Sciences 7th & 8th Grade Team LT (1001 – 1999) PT (4001 – 4999) 7th Grade L7 (2001 – 2499) P7 (5001 – 5499) 8th Grade L8 (2501 – 2999) P8 (5501 – 5999) High School LS (3001 – 3499) PS (6001 – 6499) High School Team LST (3501 – 3999) PST (6501 – 6999) Special Categories AT = Applied Technology EE = Engineering: Electrical & Mechanical AS = Animal Science ET = Energy & Transportation BE = Behavioral & Social Sciences EV = Environmental Analysis BI = Biochemistry EM = Environmental Management CB = Cellular & Molecular Biology MA = Mathematical Sciences CH = Chemistry ME = Medicine & Health Sciences CS = Computer Science MI = Microbiology EA = Earth Science PH = Physics & Astronomy EN = Engineering: Materials & PS = Plant Science Bioengineering Special Category Composites Biotechnology AS, BI, CB, EN, ME, MI, PS Environmental EV, EM Engineering EN, EE Sustainability EA, EN, EE, ET, EV, EM Fair Categories Life Sciences Physical Sciences 7th & 8th Grade Team LT (1001 – 1999) PT (4001 – 4999) 7th Grade L7 (2001 – 2499) P7 (5001 – 5499) 8th Grade L8 (2501 – 2999) P8 (5501 – 5999) High School LS (3001 – 3499) PS (6001 – 6499) High School Team LST (3501 – 3999) PST (6501 – 6999) Special Categories AT = Applied Technology EE = Engineering: Electrical & Mechanical AS = Animal Science ET = Energy & Transportation BE = Behavioral & Social Sciences EV = Environmental Analysis BI = Biochemistry EM = Environmental Management CB = Cellular & Molecular Biology MA = Mathematical Sciences CH = Chemistry ME = Medicine & Health Sciences CS = Computer Science MI = Microbiology EA = Earth Science PH = Physics & Astronomy EN = Engineering: Materials & PS = Plant Science Bioengineering Special Category Composites Biotechnology AS, BI, CB, EN, ME, MI, PS Environmental EV, EM Engineering EN, EE Sustainability EA, EN, EE, ET, EV, EM CSEF Official Abstract and Certification Project Word Count Fair Category Number 250 LT 1001 Title: How Sweet Is It? Student Name(s): K. Feliciano, J. Koonitsky Abstract: For our science fair project we chose to measure the glucose concentration in natural and processed foods and drinks. We chose to measure glucose because glucose is a very important type of sugar. Glucose is the only fuel used by brain cells. It is an important source of energy for muscles and other tissues in the body. Our hypothesis was that we think the processed foods will have more glucose than the natural foods. We also thought that the test strips will give us accurate results because of the test with glucose concentration controls. The first thing we did was make the glucose concentration controls. To do that we added certain amounts of glucose powder into water. We then tested those controls to make sure that the test strips were giving us accurate results. Next we tested the foods and drinks. We dipped the test strips into the liquid and waited 30 seconds. During the 30 seconds the test strips changed to a different color, giving us the percentage of glucose concentration. Like we predicted, the processed foods had more sugar than the natural foods. This is because companies of processed foods want to improve the flavors and taste of their foods by adding sugar. The glucose test strips worked correctly because we kept them in the container, keeping them away from heat and moisture which can interfere with the results. We got accurate results because we waited an equal amount of time for each of the results to appear. Technical Disciplines Selected by the Student BI CH ME (Listed in order of relevance to the project) 1. As a part of this research project, the student directly handled, manipulated, or interacted with (check all that apply): xhuman subjects xpotentially hazardous biological agents x vertebrate animals xcontrolled substances 2. Student independently performed all procedures as outlined in this abstract. Yes No 3. This project was conducted at a Registered Research Institution. Yes No 4. Is this project a continuation? Yes No 5. My display board includes photographs/visual depictions of humans (other than myself or my family): Yes No CSEF Official Abstract and Certification Project Word Count Fair Category Number 251 LT 1002 Title: Is “Non-toxic” dish Detergent safe for the environment? Student Name(s): B. King, O. Divon Abstract: Some dish detergents are marketed as “non-toxic” and, therefore, are expected to be safe for the environment. To determine the safety of these detergents we placed a fixed amount hornwort (an aquatic plant which was photographed, measured and weighed) into three 5.5- gallon fish tanks which were filled with water. The experiment was run in two parts, over 24 days. In the first 12 days, our control tank (1) contained only water. In addition, tank 2 contained 30 ml of Seventh Generation Natural Dish Liquid while tank 3 contained 60 ml of the same detergent. In the second part of the experiment, the control tank (4) contained only water, while tank 5 had 1.25 ml of detergent plus water and tank 6 had 0.6 ml of detergent plus water. In both experiments, the plants were observed over 12 days, and measured/weighed on experiment days 6 and 12. Throughout the experiments, the plants in the control tanks (1 & 4) did not change much. The plants in the high concentration detergent tanks (2 & 3) lost a lot of weight as the study went on. By the 12th day, most of the fronds had died. The plants exposed to lower concentrations of detergent also lost weight over the course of the experiment, however, the amount of loss was approximately half that seen in the tanks with higher concentrations of detergent. We concluded that “non-toxic” dish detergent is likely to be toxic to the growth of aquatic plants, even in low concentrations. Technical Disciplines Selected by the Student PS EA (Listed in order of relevance to the project) 1. As a part of this research project, the student directly handled, manipulated, or interacted with (check all that apply): xhuman subjects xpotentially hazardous biological agents x vertebrate animals xcontrolled substances 2. Student independently performed all procedures as outlined in this abstract. Yes No 3. This project was conducted at a Registered Research Institution. Yes No 4. Is this project a continuation? Yes No 5. My display board includes photographs/visual depictions of humans (other than myself or my family): Yes No CSEF Official Abstract and Certification Project Word Count Fair Category Number 243 LT 1003 Title: Test Methods Student Name(s): J. Zito, E. Acharya Abstract: The U.S. lags when it comes to education. Many countries score above the United States in math. In fact, American students taking The Programme for International Student Assessment (PISA) scored below average. Methods, therefore, are needed to help improve scores on math assessments. The purpose of the project was to evaluate methods that have claimed to help students score higher on assessments. If successful, the results of the tests will show how each method affects the students being tested. It is hypothesized that if a student has gum while taking a test, then students will score higher on a math test. To test the hypothesis, a math test was designed with easy problems that all participants can answer, but the test had a time limit to evoke pressure. The different methods were gum, mint, a stress ball, and a control. The test was given to twenty seventh and eighth graders. The highest average score for seventh graders was the control followed by the stress ball, mint, and lastly gum. The data was interesting because the mint, stress ball, and gum’s scores were similar, with numbers of 47.66%, 49.5%, and 46.75% respectively. The control was an outlier, with a score of 57.75%. The eighth graders scored the highest with the stress ball at 85.75%, followed by the control with 80%, mint at 58%, and lastly gum at 49.5%. The data indicates that there is no correlation between the methods used and student test scores. Technical Disciplines Selected by the Student BE (Listed in order of relevance to the project) 1. As a part of this research project, the student directly handled, manipulated, or interacted with (check all that apply): xhuman subjects xpotentially hazardous biological agents x vertebrate animals xcontrolled substances 2. Student independently performed all procedures as outlined in this abstract. Yes No 3. This project was conducted at a Registered Research Institution. Yes No 4. Is this project a continuation? Yes No 5. My display board includes photographs/visual depictions of humans (other than myself or my family): Yes No CSEF Official Abstract and Certification Project Word Count Fair Category Number 198 LT 1004 Title: Strawberry Vs. Aloe Student Name(s): G. Casturani, G. Riccio-Weisse, C. Merritt Abstract: The experiment we preformed was to see if aloe vera juice or lemon juice would keep strawberries from developing mold. We choose this experiment because we want people to be able to preserve their strawberries. People should care about the work we did because it will help people save money, time, and preserve there strawberries. We investigated the issue that caused strawberries to mold. Our hypothesis was if you clean strawberries in aloe Vera juice then they will not develop mold as easy. We investigated the problem by doing an experiment over the course of five days. The most important variables in our experiment were the controls. The controls keep the experiment fair. Our results were that over a five day period lemon juice keep strawberries the freshest. In our experiment lemon juice gave in first, keeping the strawberries the freshest. Next came water and aloe vera juice both having all strawberries extremely filled with mold. This science fair will help people keep there strawberries fresh for as long as possible. In this project our hypothesis was disproven but one feels that the objectives were met.