Frontenac, Lennox & Addington Science Fairflasf.on.ca/wordpress/wp-content/uploads/Prefair-Report-22XX-jun.pdfFrontenac, Lennox & Addington Science Fair Expo-sciences de Frontenac,

Frontenac, Lennox & Addington

Science Fair Expo-sciences de Frontenac, Lennox & Addington

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2201 Olivia Hudel

Div/Cat Physical and Math / Junior

Title: Can your SINE Break Glass?

Summary: Many movies have scenes showing someone break a wine glass using solely their voice. I will be experimenting to figure out if this is possible or if there are special props and effects used by the movie industry. Using a wine glass I will attempt to match its natural frequency or resonance and sing that pitch over 105 decibels to hopefully break the glass. By placing a straw inside the glass I will be able to see when/if the glass is vibrating - when glass vibrates from my voice the straw should move and bounce from edge to edge. Everything in this world has a natural frequency. The natural frequency of a wine glass is the sound it makes when we tap or flick it. To check the frequency of glass you can use a guitar tuning app which will show what note the glass is making and how flat or sharp it is. If you use a frequency measurer you can see the sine wave of the frequency. The more ups and downs in the wave then the higher the note and the higher and lover the waves go then the louder the note is. This is because when our vocal chords sing a higher note they vibrate more and the harder they vibrate then the louder the note will be. In order to break the wine glass one must hit that pitch almost exactly and must sing over 105 decibels. If someone hits the correct note and sings over 105 decibels the glass should vibrate fast enough to break or shatter.



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2202 Raghad Barakat


Title: Circuits

Summary: Tragedy: The Morgan family is facing a real tragedy due to the death of their only child in a car accident. Acts and Scenes: I was touched by the romance of Romeo and Juliet in scene two, act two where they express their love. Monologue: the porter is a famous monologue from the tragic Macbeth play that is ironically known for its wit and humor. Soliloquy: The actor's soliloquy gave the audience a clue about the characters feelings before he bled to his death. Aside: The brief aside the actor gave was in the play was full of powerful and touching words. Pun: Shakespearean puns were used a lot during his plays and they were so good that we still use them today. Dramatic foil: In Romeo and Juliet, Tybalt is a dramatic foil to Benvolio as his aggressive self-shows the peaceful manner of benvolio. Iambic pentameter: All of Shakespeare's plays have the use of iambic pentameter to make his quotes more memorable. Run on line: Run on lines are meant to be continued in a poetic sentence so they aren't bored by formal writing. Sonnet: Shakespeare produced 18 sonnets during his line of work and were performed using an iambic pentameter Couplet: A couplet is powerfully used in plays because of its catchy rhymes.



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2203 Liam McAllister, Jackson Barnes


Title: concussion-proof necklaces?

Summary: This experiment was designed to test the reliability and optimal performance of the Barnes McAllister athletic neck support. This neck support utilizes non-newtonian fluids (cornstarch and water). Five concentrations of cornstarch to water:1.5:1, 1.75:1, 2:1, 2.25:1, 2.5:1 were tested. It was believed that 1.75:1 would provide the optimal amount mobility paired with support. The test rig consists of a sliding board with a faux neck(foam) and faux head medecine ball) hanging from it. A pendulum is pulled back and dropped. It then hits the board forcing it back and simulating whiplash on the faux head and neck. Two tubes were filled with the non-newtonian fluid of the concentration of choice. The tubes were then fixed to the faux neck on the test rig. The sliding drawer was pulled out to the marked point as was the pendulum. The video began recording as the pendulum was dropped. The video was stopped. Record the med ball starting height as well as the highest point. The change in height was recorded. A factor that could have affected performance is that the neck would sink down forming a hinge with the supporting board eliminating the function of the faux neck. After testing it was found that our hypothesis was not supported by our test results. The concentration 1.75:1 was what was predicted to be the top performer but rather, was one of the worst performers. The fluid was not concentrated enough to fully solidify upon impact causing the tube to burst. In the end, the 2.25:1 sample was the top performer. It provided adequate mobility and the best protection. The 2.5:1 sample was believed to provide the best support. However, the fluid had settled and become thin when being tested so it did not provide very good support.



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2204 Annie Tanzola


Title: Here's Looking At Shoe, Kid

Summary: Question: What is the best way to prevent shoes from slipping on an indoor gym floor surface? Have you ever been playing a sport in an indoor gym and you notice that you are slipping everywhere? My project will investigate the best way to prevent shoes from slipping on an indoor gym surface. I will be using different materials applied to the bottom of an indoor soccer shoes and various materials on the whiteboard to create three different surfaces. I will then investigate which materials best prevent shoes from slipping on different surfaces representing an indoor gym floor. I will be investigating an indoor soccer shoe without anything applied to its sole and then double sided tape, duct tape, scotchgard, root beer, and hairspray applied to the bottom of the soccer shoe. The surfaces I will be investigating are a plain whiteboard, water on a whiteboard and dust on a whiteboard. In total, there will be six different types of shoe sole surfaces and three different surfaces that will be investigated. Each surface will be part of a constructed pulley and lever system using a pulley, a rope, a ladder and a connected whiteboard. Each of the various shoes will be placed on the top end of each whiteboard one at a time. As one end of the connected whiteboard is raised using the pulley system, the lowest angle that each of the shoes begins to slide down the various surfaces will be recorded.



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2205 Sura Al Hejami


Title: How long can copper withstand erosion, with and without the electroplating of zinc?

Summary: I believe that the electroplated copper will postpone itself from eroding in the water, not entirely stopping itself from doing so. The intention of electroplating metals is to help those metals withstand erosion. With the bond established between the metals, the electrodes of copper and zinc in this scenario, together, are overall strengthened because of this and should outlive the uncoated copper penny. To test out this hypothesis, two coins were placed in a solution of salt and vinegar for one minute to clean the coins of the rust. The coins were taken out of the container and washed with soap. Then ½ tsp of zinc chloride and 200 mL of distilled water were put in a 600 mL beaker, then were stirred. Afterwards, individual wires were clipped to one copper coin and a piece of zinc as electrodes in the beaker (avoiding copper and/or zinc wires for the experiment). The other side of the wires were clipped to the 9-volt battery; the copper electrode was clipped to the negative end and the zinc electrode to the positive end due to the electrolyte of zinc chloride. The two electrodes were placed in the electrolyte of the zinc chloride. Once there is a thin layer of zinc formed on the copper electrode (penny), the electrodes were taken out of the solution. After drying, the two copper coins were placed in different beakers with 200 mL of water in each. The observations of the process of erosion on the coins were recorded each day for one week. After seven days (168 hours), the coins were taken out of the water and dried. They were then compared and analyzed to determine the results of the hypothesis. If my hypothesis was proven correct, compressed copper clothing would become more durable with zinc electroplated onto the infused copper. Clothing containing infused copper have the benefits of preventing odor, having antimicrobial properties, and releasing positive ions that promote health and wellness. It also increases the physical performance of the person wearing the clothes in a span of two weeks. The majority of these claims have been backed up by science and has become popular and well regarded by the media. Sports equipment, in any form, with compressed electroplated copper clothing, can dramatically reduce the strong, revolting odor within the equipment and overall, the equipment room in which they are placed within. The electroplated copper can also help with the durability of the equipment, as most know, always wears down, making it hard to get new equipment when there are games and practices to be upheld. Not just that, but also with everyday clothing; take, for instance, the socks. The more you walk or move from location to location, the more worn out they become, eventually becoming ripped, and not to mention, always having a nasty, foul odor. Fortunately, there are all sorts of clothing, like socks, that can be aided with this compressed copper clothing, and perhaps, expand to other areas of health.



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2206 Kevin Fitzgerald, Rajan Laird


Title: La science du hockey

Summary: Le but de notre expérience est de trouver comment fort il faut lancer la rondelle pour qu'il brise le filet. On pense qu'il faut le tirer à au moins 185 km/h et il faut mettre au moins 220 livres sur le bâton à cause que c'est arrivé déjà à environ cette vitesse et le joueur était environ cette masse. Il y a plusieurs facteurs qui influencerait notre expérience comme si le filet a été déjà utilisé alors il faut qu'on garde ça en tête pendant notre expérience. La procédure inclut mettre un échantillon de filet de hockey et le mettre dans une machine à traction pour trouver combien de force il faut pour le briser. Le premier était capable de se soumettre à 241 Newtons. Le deuxième nous avons mis deux carrés de filet et il était capable de se soumettre à 908 Newtons. Le troisième, avec trois carrés de filet a eu 1196 Newtons et le dernier avec seulement un carré de filet a eu 427. Une moyenne de 421 Newtons. Tous les échantillons sont étirer environ 21 mm. Avec cette information nous pouvons trouver la vitesse qu'il faut. L'équation de la force d'impact nous disent que la masse de la rondelle fois la vitesse divisé par le temps que le bâton frappe la rondelle est égale à force de la rondelle. Si la vitesse est ce qu'on doit trouver et on sait la force avec nos test de traction nous pouvons calculer que la vitesse est 103,9 m/s. Ensuite il faut trouver la force nécessaire de mettre sur le bâton pour le lancer si fort. On peut le trouver avec l'équation de couple. Le couple est égale à la force du bâton fois la distance entre le poignet et où on applique la force moins la distance que le filet s'étire fois la longueur du bâton. Tout ca est égale à la moment d'inertie du bâton diviser par la longueur du bâton, fois, la changement de vitesse du bâton quand il frappe la rondelle diviser par le temps que le bâton prend pour frapper la rondelle. Nous avons eu 2219 Newtons. En conclusion, il faut mettre 2219 Newtons, (environ 500 livres) sur le bâton pour qu'il lance la rondelle à 103,9 m/s (374 km/h), la vitesse qu'il faut pour le briser.



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2207 Brigid Green


Title: Muons in the Mist

Summary: The purpose of my project was to observe background radiation by building a cloud chamber. A cloud chamber is a particle detector, it allows us to observe cloud like radiation tracks. Here's how it works, basically a cloud chamber is a sealed environment containing a supersaturated vapor. The vapor is ready to condense but can't because there are no condensation nuclei, but when radiation particles pass through the chamber they ionize the surrounding molecules creating ions. The ions make condensation nuclei, vapor droplets form on the ions and light bounces off them which creates a visible track. These tracks will appear as slanted, vertical or horizontal. My question was, will the cloud chamber work and if so what directions will the tracks appear in the most? My hypothesis was that the chamber would work and I would observe mostly vertical and slanted tracks. I built the chamber using a plastic container, felt, plasticine and construction paper. To make the chamber I secured the felt to the bottom of the container using plasticine, and I glued construction paper to the lid of the container. To prepare for the experiment I filled a cookie tray with dry ice, I soaked the felt in the chamber with isopropyl alcohol and placed the chamber felt side up on top of the dry ice. To conduct the experiment I set up the tray in a dark room, I placed my bare hand on top of the chamber and pointed a flashlight inside the chamber. I then observe the chamber and tracks that passed through it for about ten minutes, I did the experiment 5 times. I haven't completely gathered my results yet but based on what I observed the chamber did work and I saw mostly horizontal radiation tracks but I also saw vertical and slanted tracks as well.



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2208 Cayla Van Vlack


Title: Newton's Enemy

Summary: How does an additional Newtonian fluid affect a regular non-Newtonian fluid? It was hypothesised that a different reaction would happen with each non-Newtonian fluid when mixed with an additional fluid, e.g. if the non-Newtonian fluid will still be a non-Newtonian fluid or if it would turn into a Newtonian fluid; if it had visible changes, and/or it increased or decreased mass or volume. For a thixotropic fluid, it would become a Newtonian fluid when I mixed in the vinegar; it will increase its viscosity when mixed with milk; nothing would happen when mixed with the food colouring, and the honey and oil won't mix. For the rheopectic fluid, it would decrease its viscosity when put into vinegar; nothing would happen when put into milk; nothing would happen when you put in food colouring, and it would increase its viscosity with the oil. The shear thinning fluids would increase its viscosity with the vinegar; it would decrease viscosity with milk; nothing would happen with food colouring, and it would become a Newtonian fluid when mixed with the oil. For the dilatant fluids, the vinegar would make it a Newtonian fluid; the milk would decrease the viscosity; the food colouring wouldn't do anything, and the oil will won't mix. The purpose of this experiment is to see how a non-newtonian fluid reacts differently when an additional Newtonian fluid is introduced. I mixed in vinegar, milk, green food colouring, and vegetable oil in 4 different types of non-Newtonian fluids, thixotropic (honey), rheopectic (cream), shear thinning (tomato sauce), and dilatant or shear thickening (Oobleck). The experiment was putting the additional fluids in the non-Newtonian fluids. I started with the thixotropic fluids, then the rheopectic fluids, the shear thinning fluids, and finally the dilatant fluids. I stirred before and after I added the substance in the non-Newtonian fluid, recorded changes every minute for 5 minutes before and after, while taking photos, and measured mass before and after. Materials: vinegar, milk, green food colouring, vegetable oil, honey, cream, tomato sauce, oobleck (water, cornstarch), beaker, stir stick, spring scale. Procedure: RESULTS ARE PENDING Observations: Water is not a good measure of viscosity as it goes down too fast. It's easier to eyeball the measurements for oobleck than to follow instructions. It is very difficult to transfer oobleck from a bowl to a cylinder. Oobleck turned into a solid after a long time untouched, rather than it normally turning to powder when dried up. Trying to find viscosity takes a lot of time and work, it requires a lot of math skills. The "Trying to find viscosity of oobleck test" results are inconclusive due to the limited time available in the science lab.



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2209 Alana Tran


Title: Pop v.s. Mentos

Summary: I've seen people put Mentos in Coca-Cola and wait for the chemical reaction but I decided that I want to take this experiment to the next level. My idea was using multiple pop drinks and dropping Mentos in them to see which drink would explode the most. The reason how this experiment works is the carbon dioxide in the soda is attracted to the Mentos creating the chemical reaction. I predict that out of all the drinks, the Coca-Cola will be the one to explode the most because at first I wasn't sure if the other ones would explode and when people try this experiment they commonly use Coca-Cola so that is why I think that. The materials that I will be using (if you want to try this experiment) is tape (preferably duck tape), multiple kinds of soda/pop drinks, mentos, measuring tape, a pencil (or pen), paper and in case if you don't want to make a really big mess you can put a garbage bag underneath so the explosion mainly drops onto the bag. How I did this was, first tape the drink onto the ground so it doesn't tip over and ruin this experiment, then one drink at a time place a mento into the drink step back and watch the explosion. After doing each drink use the measuring tape to measure how much of the drink is still left. Write down the measurements and the drink with the smallest measurement, is the one that exploded the most. I have done the experiment but I haven't gotten my overall conclusion yet. Overall, this is what I am doing in this years, FLASF Science Fair and the summary of my project.



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2210 Madeleine Fleming, Brooke Kervin


Title: POUDRE contre SOUDE

Summary: Dans ce projet, nous allons expliquer la difference entre la poudre à pâte et le bicarbonate de soude et leurs rôle dans la cuisine. Comme experience, nous avons fait des "Red Velvet Cupcakes" et des "Sugar Cookies". Pour les deux pâtisseries, nous avons fait la recette originale et on l'a modifier. Nous avons fait des biscuits et des petits gâteux avec la recette originale et on les avait aussi faits avec seulement la poudre a pâte et les ingredients néssecaires et avec seulement le bicarbonate de soude ainsi que les ingrédients néssecaires (nous avons aussi fait une recette sans les deux). Pour déterminer la différence entre des pâtisseries fait avec la recette normale et avec la recette normale mais seulement avec le bicarbonate de soude ou poudre à pâte, on les avait goûté. Nous avons remarqué que ceux fait avec la recette normale étaient plus léger, ceux fait avec la recette normale, mais sans bicarbonate de soude et juste la poudre à pâte ont été pâteux et petits, ceux sans poudre à pâte mais avec le bicarbonate de soude ont été plus léger et gros et finalement, ceux fait avec la recette normale sans poudre à pâte ni bicarbonate de soude ont été dense. En conclusion, nous avons pu déterminer que le bicarbonate de soude agit comme levure, qui fait que les pâtisseries se lèvent et devient grands, tandis que la poudre à pâte et plus ou moins un stabilisant inerte.



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2211 Kai Hughes


Title: Rays and Refraction

Summary: What is the refraction of light? Refraction is a phenomenon that explains the bending of light, this phenomenon is a change in wave propagation due to its changes in transition medium.Refraction actually makes it possible to have magnifying glass and rainbows. Light refracts whenever it travels at an angle into a transparent substance with a different transmission medium (optical density).Wave propagation any of the ways in which light waves travel. Transition medium is material substance that can transfer light waves. When a straw is put in water it appears broken due to refraction this is why. (Of an angle) inside of a glass of water, there is three different medium of two different densities; glass air and water. Due to refraction it causes the straw to look broken. However, because the glass isn't very thick so not too much refraction will take place within the glass. So, why does this appear like this? The light rays come from the tip of the straw (in the water); to pass through air to water the light rays change direction or they get " refracted". When these refracted rays, reach our eyes, our retina, almost " traces" them back as a straight line, so the rays go to a point slightly higher than the point of the straw. So, it then appears as " bent" or "broken". The reason the light rays are refracted is because air and water are different transmission medium so they have different optical densities on the refractive index, air at STP which is 1.000.277 n , and water which is 1.330 n. N is the refractive index of a material. The human brain judges the image location from the location where the light rays appear to be coming from. Snell's Law Snell's law is used to find out the direction of light rays through refractive media through various indices of refraction. The incident ray is the light ray that is proper and at the surface of the water perpendicular. θ1 is the incident angle, E.G 35 degrees. Now essentially, I want to know the angle of refraction is, Snell's formula would help to find out the degree of which the ray is refracted. The n air x sin of data 1 (incident ray) 35= n water θ2 sin of data 2 ( refracted ray) = n1 × sin(θ1) = n2 × sin(θ2) . Now we solve, 1.00029 x sin 35 degrees = 1.33 θ2 1.00029 x sin 35 degrees divided by 1.33 = 1.33 divided by 1.33. 0.4314 ( rounded ) = sin. Θ2 The refracted angle is 0.4314 Main relation to society Refraction of light determines your need for lenses to correct your refractive error, also commonly known as ,your eyeglass prescription.



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2212 William Petznick


Title: Reacting to solving the cube

Summary: In this project, I will be studying how solving a Rubik's cube affects level of happiness. Most people are amazed when someone can solve a Rubik's cube. Imagine if someone were to solve it themselves. My hypothesis is that the level of happiness will increase significantly as a result of solving a Rubik's cube within the time given. Before and after solving the cube, I will have students circle a number with a pencil between one and ten (10 being the most happy and 1 being the least happy) on a piece of paper. The students will be provided with specific notations to help them know what rows and columns to turn and twist, the notations being L'=Left prime, R'=Right Prime, B2=Back 2, F=Face etc... The group studied in this experiment will be grade 8 students at Calvin Park Public School at 10:00 am on March 7. They will have 15 minutes to follow the instructions and solve the cube. As students follow the instructions provided they will get closer and closer to solving a Rubik's cube. The students will be trying to solve a 3x3x3 which is considered a 3x3. 3x3x3 means it has three rows of pieces and three columns of pieces and 3 pieces in depth, so your standard Rubik's cube. The cube provided in this experiment is a moyu guanlong speedcube.



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2213 Sanjana Sinha, Miranda Krampitz


Title: Seeing & Believing

Summary: Question: Why do train tracks meet at a distance ? Null Hypothesis: There is no difference between what our eyes see, and what it really is. Experiment: 1. Close both eyes and raise one hand above your head 2. Have your lab partner place a coin on a table within reach in front of you 3. Open both eyes, and quickly lower your hand to place your fingertip on the middle of the coin 4. Repeat these steps with the coin at a different spot on the table 5. Repeat Step 1 to Step 4, except by opening one eye 6. Switch roles with your partner and repeat the first 5 steps Observation: #1 With both eyes open, the finger lands on the coin very easily #2 With one eye closed, it is much more difficult to land the finger on the coin #3 Parallel lines (TRACKS) join up at a distance Inference: When the object is close-by (COIN) Depth perception is easier when both eyes are in use Depth perception is harder when only one eye is in use When the object is far-away (TRACKS) Depth perception is false Conclusion: The use of both eyes (2 lines-of-sight) is essential to get an accurate depth/distance perception. (COIN) However, when the object is far-away, there is a false perception. (TRACKS) Everything is not as it appears. Use 2 lines-of-sight which are far-apart when estimating depth/distances that are far-away.



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2214 Bella Savage


Title: Surface Tension

Summary: My project is about surface tension, and if surface tension will hold up a paper clip above water. It also looks into if dish soap affects the process of surface tension, and if it affects the way that the paperclip floats. For this experiment, the materials needed are: A sewing needle Tissue paper Four see through cups Paper A teaspoon of dish soap in each cup A measuring cup ½ cup of water in each cup A Measuring spoon. This experiment looks at buoyancy, force and density, and if density matters with surface tension. I will see how strong the water molecules can be, and how much/how heavy the objects can be that they can hold up. Surface tension basically means that whatever is on the surface of the water is not floating, it's being held up by the water molecules that are holding together so the object won't sink. However, when more force is applied when the object is put on the surface of the water, the molecules won't be strong enough to hold it, and it will break through them and drop like an anchor to the bottom of the water. I will also look at the practical application of this experiment, and relate it to the day to day world.



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2215 Alia Gouveia


Title: Temperature vs. Tune

Summary: As a violin player, I have been told about the importance of keeping my instrument carefully in tune, and that not keeping it in the proper environment could affect the tuning. My science fair studies how temperature affects the tuning of string instruments. Two guitars and two ukuleles, with strings made of different materials, will be subjected to different temperatures to find out how much the tuning changes. I will tune each of the instruments perfectly at room temperature using a digital tuner. I will then place the perfectly tuned instruments in a sauna ( ~ 40°c ) for 2 hours and measure the change in tune for each instrument. I will do this three times and calculate the average. I will repeat the experiment outside ( ~ 2°c ), in a heated room ( ~ 30°c ), and in a freezer ( ~ -15°c ). My independent variables are the different temperatures and the different string musical instruments. My dependent variables are how much the tune changes for each instrument after the temperature change, and the difference between tune change for instruments with different string materials. My control is the tune of the instruments at room temperature. It is hypothesized that the tune is going to change for all of the instruments when they are placed in different temperatures, and change most significantly at the extreme temperatures (sauna and freezer).



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2216 Aya Herbert, Zarya York-Martineau


Title: the breath of life

Summary: Breathing is one of those critical bodily functions that, for most of us, we carry on daily without hardly noticing. You know from experience that your lungs can respond to the body's changing needs for oxygen. When you exercise you breathe deeper and faster to keep yourself going. Can a person's lung capacity increase with regular exercise that increases you heart rate? In this project we will use two different measures of lung capacity: tidal capacity, which is the volume exhaled from a normal breath, and vital capacity, which is the volume that can be exhaled from a deep breath. You will measure tidal capacity and vital capacity for two groups of volunteers: athletes and non-athlete with the balloon method witch consists of someone one taking a regular sized breath into a balloon and measure it. The expected lung capacity can be calculated from body surface area (BSA), which, in turn, can be estimated from height (in centimeters) and weight (in kilograms). Here is the equation for BSA: equation for estimating body surface area from height and weight: BSA (in m^2) = square root[height (in cm) × weight (in kg) / 3600] Equation for estimating body surface area from height and weight: BSA (in m^2) = square root[height (in cm) & amp;times; weight (in kg) / 3600] To estimate vital capacity (in cm3), multiply BSA by 2500 for males, and by 2000 for females. Since people come in all different sizes, we would expect lung capacity to vary according to size. The approach taken in this project is to relate the actual (measured) lung capacity to the expected lung capacity, based on a person's height and weight. By taking the ratio of measured lung capacity to expected lung capacity, you will obtain a normalized measure that can be compared between experimental subjects. If the ratio is less than one, the subject has a below-average vital capacity for their size. If the ratio is equal to one, the subject has an average vital capacity. If the ratio is greater than one, the subject has an above-average vital capacity.



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2217 Aria Yang


Title: The Large Hadron Collider

Summary: QUESTION / HYPOTHESIS The purpose of the Large Hadron Collider is to smash protons together to create a new particle. I think that scientists are finding clues that the Higgs Boson exists. RESEARCH FINDINGS For my project, I started with some basic questions to understand what the purpose of the LHC was. I needed to start with some background research to find out what the LHC is and how it works. The LHC was made to prove the Higgs theory. It suggested that in the first instant after the Big Bang, when the cosmos were filled with identical bundles of energy moving at the speed of light, the Higgs field made these particles have different characteristics such as mass. They thought that this field was everywhere, that massive particles react more strongly with the field, and particles with no mass don't interact with the field. Scientists theorized that this particle should turn up in an accelerator if you smashed the particles together with a large enough amount of energy. This would make a ripple in the field, making it detectable in the form of a particle. Scientists from all over the world gathered to build the Large Hadron Collider. It took 10 billion dollars and 10 years of hard work. CERN was the organization to create the LHC. The LHC lies in a tunnel 27 kilometres in circumference, 175 metres underground, beneath the France-Switzerland border. When it was first activated in September of 2008, it suffered a malfunction and shut down. In 2010, the particles weren't accelerating quickly enough. By 2015, the LHC started up again, and experienced its first 13 TeV collisions. The whole process of the LHC begins in a tiny red bottle full of hydrogen atoms. Trillions are injected into the collider and stripped of their electrons. They accelerate in the linear accelerator and around larger hoops until they are directed to the main ring. 1232 primary superconducting magnets are used. After about 20 minutes, the protons move at nearly the speed of light, and are then steered into violent head-on collisions, converting the massive energy into showers of known particles and creating ripples in the Higgs field. Detectors are used to find this particle that disappears in a trillionth of a trillionth of a second. The ATLAS detector is the most famous of the LHC's detectors, with a diameter of more than 80 feet. ATLAS is a general purpose detector, detecting 40 million beam-crossing events per second. i plan to research: Why are the countries funding this? What can the Higgs Boson do under certain conditions? What are the other experiments about? INTERPRETATION / CONCLUSIONS / APPLICATIONS I can conclude that the purpose of the LHC is to find a new subatomic particle that can explain some of the mysteries of how the Universe was formed. The purpose of the LHC is to recreate the time right after the Big Bang to find the Higgs Boson.



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2218 Norah Crighton


Title: This is not a tall tale

Summary: Question: How does height affect your balance on the balance beam? During my gymnastics training, I find that a lot of the shorter gymnasts in my gymnastics group have better balance than the taller gymnasts in my group. In my project, I wanted to experiment if it's easier or harder to balance on the balance beam depending on your height. Prediction: In my experiment, I predicted that shorter gymnasts balance will be better because they will have a lower center of gravity than the taller gymnasts. Experiment: I took individual videos of five gymnasts of different heights doing three different skills on the balance beam. I then marked down in my data chart, if they wobbled or fell off. Once I finished testing the gymnasts, I rewatched all of the videos to determine if the shorter gymnasts had an easier or harder time balancing on the beam. I also rewatched the videos again to see if the tall gymnasts did something different than the shorter gymnasts to even out their center of gravity during each skill. My independent variable is the height of each gymnast. My dependant variable is if the height of the gymnasts has anything to do with your center of gravity and balance.



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2219 Tess Fraser


Title: UNPLUGGED ENERGY: Exploring The Peltier Tile

Summary: For my project I am exploring the applications used on Peltier Tiles. Peltier Tiles are devices that use the difference of temperature on each side to create electricity. I chose this topic because Peltier Tiles are a very interesting device that not a lot of people have heard about. They can be used in many different ways that can be explored by everyone. While looking into these tiles I came across a large amount of appliances to use on the tiles to make them 'stronger'. The materials I am testing are: a Heatsink, a Fan, and an Ice Pack. I hypothesize that heat sinks will be the best application to make the Tile light the LED the longest. The way I am going to test this will be to connect the Peltier Tile to an LED light and record how long it shines for. The first thing I did was connect my Peltier Tile to a voltage booster. The reason I did this was because the voltage that the Tile produces alone is not enough to light up a LED for a long period of time. Then I attached the Peltier Tile and voltage booster to a while LED light (the same model of light, voltage booster, and Peltier Tile) for every test. I took each of my materials that placed them in the designated spot on each Peltier Tile. I made sure to run all three tests at the same time so everything would be as accurate as possible. My independent variable in this experiment would be the different applications I am using on the Peltier Tiles to determine which one is the most effective. My dependant variable is the time that the LED light shines for, because this is how I will be determining how effective the application actually works. My control is the Peltier Tile without any application on it. I have not yet finished this experiment, but I look forward to finding out my results and sharing them with all the judges and students in the Science Fair.



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Prefair Report

2220 Clara Smallman


Title: Up, Up, and Away

Summary: My project, Up, Up, and Away, is all about the science of flight. I wanted to explore and learn more about Bernoulli's Principle, and the four forces of aerodynamics: Thrust, Drag, Weight/Gravity, and Lift. For my project, I made six different paper airplanes, all different designs and forms, and tested them. I recorded how far they flew, how long they stayed in the air, if they flew higher or lower to the ground, and if any interesting things happened during flight, such as flying backwards, upside down, etc... I also wanted to see if a different material, heavier than printer paper, would make the airplanes fly better or worse. The material I used other than regular printer paper was card stock paper, which is thicker and heavier. Not only did I want to see if they flew well, I wanted to know what features of each plane helped or didn't help it fly and why, and which feature or features caused it to fly backwards or upside down. These features included if they were flat, if the wings were short or long, if the nose of the plane was heavy, the shape of the wings, if the folding made the plane thick, and more. I also studied if the heavier plane made of card stock made each plane fly longer, higher, faster, etc... After studying all six planes, I decided which plane design worked best and in what material: printer paper or card stock. I also wanted to see what I could do do improve the winning plane, if that meant curving the edge of the wings, folding the edges tighter, making the nose of the plane heavier, and more.



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Prefair Report

2221 Russell Reid


Title: What Materials Block WiFi Signals?

Summary: QUESTION/HYPOTHESIS: The experiment performed was designed in an effort to determine the effect of different materials put in between a wireless router and an electronic device to try to block a radio wave signal. It was hypothesized that lead sheeting would block the most radio waves from the Wi-Fi router. It was also hypothesized that the glass baking pan would block the least radio waves. DESIGN/METHOD: Results are pending. 8 materials will be placed between a wireless router and an electronic device with a program to analyze the strength of a Wifi signal. All materials will be in the same orientation and the electronic device will be in the same orientation as well. There will be a clear path of 1-2 metres between the wireless router and the electronic device, except for the material. The test period will be about 1-2 minutes for each type of material. The materials used in the experiment will be aluminum foil, steel baking sheet, glass baking pan, cardboard, plastic, wood, lead sheets and a large container filled with water. There will also be a control experiment with a clear path between the wireless router and the electronic device. MATERIALS: Cardboard Plastic Aluminum foil Cookie sheet Glass baking dish Lead plate Plywood Large container filled with water Electronic device with WiFi analyzer app Wireless router

Documents

Frontenac, Lennox & Addington Science Fairflasf.on.ca/wordpress/wp-content/uploads/Prefair-Report-22XX-jun.pdfFrontenac, Lennox & Addington Science Fair Expo-sciences de Frontenac,