CWSF 2001 Kingston Ontario
Place: Kingston - Queen's University
Date: May 12-May 20
These are just a few of the memories - If you have any more please send them along to us.
http://www.qrstf.ca
Kingston Hosts Canada-Wide Science
Fair.
Canadian Chemical News - Sept, 2001
http://www.entrepreneur.com/tradejournals/article/79058235.html
The Canada-Wide Science Fair attracts students from across the country as well as some international students. This year, Kingston hosted 429 exhibitors, including students from Japan, Taiwan, Sweden and Australia from May 12-20, 2001. Delegates, judges, presenters and VIPs from across Canada were also
in attendance. In addition to presenting their projects to judges, the students had plenty of opportunity to enjoy the sights of Kingston, ON, which included a boat tour of the Thousand Islands, a visit to Fort Henry and trips to Ottawa and other regional attractions.
The Chemical Education Trust Fund (CETF) of the CIC sponsors two national prizes, a $250 intermediate level prize and a $500 senior prize. This year's recipients were Shauna Gammon (senior) and jehan Karim (intermediate). Gammon, of St. John's, NF, presented her project 'Energy Solution.' Rising demand for electricity creates a need to find new, affordable methods of generating power. Her project searches for a future energy solution! By using the simple setup of graphite electrodes immersed in a mixture of safe, readily
available chemicals, it was discovered that low-grade heat can be converted directly into valuable electricity.
Karim's project was entitled 'Search for an Effective Coorsion Inhibitor.' The purpose of this Toronto student's project was to synthesize an effective corrosion inhibitor which would permit the use of a HCI solution to dissolve the calcium carbonate crust formed on the lining of an industrial broiler. Its hypothesis stated that the more positively charged polar groups, amine and cyanide groups and hydrocarbons a corrosion inhibitor's molecule contains, the more effective the corrosion inhibitor will be.
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CITY COUNCIL MEETING NO. 2 - Kingston
The Regular Meeting of City Council was held on Tuesday, December 12, 2000 at 7:30 p.m. in the
Council Chamber, City Hall. Her Worship Mayor Isabel Turner presided.
Mayor Turner reported the following action taken in the Committee of the Whole:
1. Moved by Councillor Rogers
Seconded by Councillor Stoparczyk
That with regret, ‘no action’ be taken on the request of Ms. Sandra Davison, Communications
Chair, Canada-Wide Science Fair 2001 for the City to waive the administration fee of $57.78
for the hanging of a banner.
(File No. M03)
(See Communications No. 2-32)
Referred to Committee of the Whole
2-32 From Ms. Sandra Davison, Communications Chair, Canada-Wide Science Fair 2001 advising
that the Canada-Wide Science Fair will be coming to Kingston in May, 2001. Earlier this
year, a request was made to the City to have the administration fee waived for the hanging of
the banner. The request was denied. They are requesting Council to reconsider this decision.
(File No. M03)
(See Committee of the Whole Item No. 1)
(Note: Copies distributed to All Members of Council, December 8, 2000)
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3001132-21 886435635RR0001 2001 CANADA-WIDE SCIENCE FAIR SOCIETY, PORT WILLIAMS, N.S.
- National Revenue Service
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QRSTF - CWSF 2001 Kingston
Caitlin Spencer and Elizabeth Miller; Jr.Life Science; “The Clone Zone”.
Jenna Easterbrook and Kim Binder . Jr Life Science; “The Stroop Effect”;
Arjun Yogeswaran; Sr Computer; ”The Robovision” ; Gold Medal; $500, plus winner of Canada Intel Computer Science Award cash prize $2500, Scholarship $2000 to University of Western Ontario
Garett Gruhl ; Int. Physical Science Divison; ”Determining the Effectiveness of Various Sunglass Lens Technologies for Filtering Light”; Honourable Mention.
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Eastern Newfoundland
Regional Science Fair at the
Canada Wide Science Fair 2001
This web site was designed to give students some information about the Canada Wide Science Fair. In
2001 8 students (six projects) from our region traveled to the CWSF and helped make this web site. The
Canada Wide Science Fair is an annual event host by a different region each year. Our region will be
hosting in 2004 (the Sea Fair!). This year the CWSF was in Kingston, Ontario. The hosts did an excellent
job and the fair was a great success. Each year our region takes 8 students and requires 2 delegates (that
have duties at the fair).
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BASEF
Canada Wide Science Fair Trip award winners and chaperones from Hamilton and
Halton pose with the Honourable Jim Wilson, Ontario Minister of Energy, Science
and Technology in Kingston
Approximately 280 students participated in the 41st
Hamilton-Wentworth & Halton Science and Engineering Fair in April 2001, held at Sheridan College in Oakville. Nine students went on to participate in the Canada-wide Science Fair held at Queen’s University in Kingston, while two students earned spots on Team Canada,
which competed at the International Science and Engineering Fair in San Jose,
California.
Grand prize winners from
2001:
HDSEF Committee trophy:
(Elementary school
accumulating most points)
St. Bernadette, Hamilton
Herb Gildea Memorial trophy:
(Secondary school
accumulating the most
points)
St. Mary’s High School,
Hamilton
IISEF trip award winners:
“REALE Global Warming
Solutions II”
Geoff Olynyk, Aldershot H.S.,
Burlington
“The effects of heavy metal
toxicity on developing
invertebrate nervous system”
Eva Vertes, Highland H.S.,
Dundas
CWSF trip award winners:
“Building Blocks of the Future”
Hsinwen Than, St. Mary’s H.S.,
Hamilton“How can we prevent
buildings from collapsing
during severe earthquakes?”
Queenie Leung, Oakville
Christian H.S., Oakville
“Electromagnetic Fields”
Jenna Bihun, Alysha Keir Holy
Spirit H.S., Hamilton
“The Trans Neural Pathway:
Combining Computers and
Research” Jeff Alfonsi, St.
Mary’s H.S., Hamilton
“Memorize This!”
Olivia Potvin, Siobhan Kiely St.
Bernadette, Hamilton
“The effects of heavy metal
toxicity on developing
invertebrate nervous system”
Eva Vertes, HighLand H.S.,
Dundas
“REALE Global Warming
Solutions II” Geoff Olynyk
Aldershot H.S., Burlington
“”H2Oh No!” Daniel Teoh, St
Teresa of Avila, Hamilton
Alternate CWSF Entry:
“Visual Turbulence” Alexander
Bilyk, St. Joachim, Hamilton
Eva Vertes with her multiple-award
winning project: “Nerves and Metals -
The effects of heavy metal toxicity on
developing invertebrate nervous
system”
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Jeff Alfonsi was a gold medal winner at the 2001 Hamilton-Wentworth and Halton Science & Engineering Fair. He
was also awarded a trip to the Canada Wide Science Fair held in Kingston, Ontario in May 2001, where his project
received an Honourable Mention. In his statement below, he talks about the impact these two fairs had on his life.
CWSF: Can’t Wait Start Fast? – by Jeff Alfonsi
No that’s not what CWSF stands for; CWSF stands for Canada-Wide Science Fair. But the notion of starting
now certainly pertains to the Canada-Wide Science Fair.
My name is Jeff Alfonsi. I am an OAC student, a first time science fair participant, and a 2001 CWSF survivor.
In fact, my work received an Honourable Mention at CWSF. When I was asked to write a student’s
perspective of the Canada-Wide Science Fair I had no problem jotting down a list of reasons and advantages
to compete in this fair, or any other science fair for that matter. By the time the list was finished, I felt that
CWSF served as a complement to education- every student should compete in a science fair. Here’s why:
The CWSF was of paramount importance to my education. For the first time in my life I had to combine
science – problem solving, accurate laboratory skills, innovation- with art -writing, speaking, and designing a
clear and attractive backboard- into one project. From this integration of art and science, I discovered my
multifaceted skills and capabilities, and I learned much from the wise and experienced comments from
mentors and judges. In addition to practical skills, I learned invaluable transferable skills: time management,
how to clearly communicate my thoughts, work ethic, and interview skills. After the fair, I was in awe over the
project I completed; you too will feel pride and awe at a project that you completed.
I was once told that you could only learn when you are around people who are smarter than you, or
completed a project for the CWSF. When I first arrived in the exhibit hall and set my project up at the end of
an aisle marked “Senior Computers and Mathematics”, I perused the projects around me: to the left an
artificial intelligence project, and across from me, someone had made an entire operating system. At that
point I realized that I wasn’t in Kansas anymore. Nonetheless, I got to meet some unique people who
exhibited novel projects. And upon talking to them I was inspired to challenge myself beyond the rigor of my
current project in my future endeavours. Outside of the exhibit hall, the Fair allowed me to take a boat cruise,
eat endless bowls of ice cream, and get a week off school. During the one week of the CWSF, you will
realize that all the late nights and sweat you put into your project is a small price to pay for this great
experience.
Why was CWSF a complement to my education? It forms everything you have learned in school- and I mean
everything, even kindergarten finger painting- into one project. This project is a reflection of your education,
which is then compared alongside some of the smartest students and edifiers in Canada. After the fair, you
can determine your strengths and weaknesses and begin to improve them for the next year. Undoubtedly,
this experience extended beyond the scope of any classroom I have ever been in. My only regret is not
starting earlier, so my advice to you is: Can’t Wait Start Fast.
was also awarded a trip to the Canada Wide Science Fair held in Kingston, Ontario in May 2001, where his project
received an Honourable Mention. In his statement below, he talks about the impact these two fairs had on his life.
CWSF: Can’t Wait Start Fast? – by Jeff Alfonsi
No that’s not what CWSF stands for; CWSF stands for Canada-Wide Science Fair. But the notion of starting
now certainly pertains to the Canada-Wide Science Fair.
My name is Jeff Alfonsi. I am an OAC student, a first time science fair participant, and a 2001 CWSF survivor.
In fact, my work received an Honourable Mention at CWSF. When I was asked to write a student’s
perspective of the Canada-Wide Science Fair I had no problem jotting down a list of reasons and advantages
to compete in this fair, or any other science fair for that matter. By the time the list was finished, I felt that
CWSF served as a complement to education- every student should compete in a science fair. Here’s why:
The CWSF was of paramount importance to my education. For the first time in my life I had to combine
science – problem solving, accurate laboratory skills, innovation- with art -writing, speaking, and designing a
clear and attractive backboard- into one project. From this integration of art and science, I discovered my
multifaceted skills and capabilities, and I learned much from the wise and experienced comments from
mentors and judges. In addition to practical skills, I learned invaluable transferable skills: time management,
how to clearly communicate my thoughts, work ethic, and interview skills. After the fair, I was in awe over the
project I completed; you too will feel pride and awe at a project that you completed.
I was once told that you could only learn when you are around people who are smarter than you, or
completed a project for the CWSF. When I first arrived in the exhibit hall and set my project up at the end of
an aisle marked “Senior Computers and Mathematics”, I perused the projects around me: to the left an
artificial intelligence project, and across from me, someone had made an entire operating system. At that
point I realized that I wasn’t in Kansas anymore. Nonetheless, I got to meet some unique people who
exhibited novel projects. And upon talking to them I was inspired to challenge myself beyond the rigor of my
current project in my future endeavours. Outside of the exhibit hall, the Fair allowed me to take a boat cruise,
eat endless bowls of ice cream, and get a week off school. During the one week of the CWSF, you will
realize that all the late nights and sweat you put into your project is a small price to pay for this great
experience.
Why was CWSF a complement to my education? It forms everything you have learned in school- and I mean
everything, even kindergarten finger painting- into one project. This project is a reflection of your education,
which is then compared alongside some of the smartest students and edifiers in Canada. After the fair, you
can determine your strengths and weaknesses and begin to improve them for the next year. Undoubtedly,
this experience extended beyond the scope of any classroom I have ever been in. My only regret is not
starting earlier, so my advice to you is: Can’t Wait Start Fast.
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Teacher Physics, Math, Science
The Halton Board of Education, and the
Department of National Defence (CFB Baden, Germany)
1972 - 2001
Chaired national committee to write rules for the Canada Wide Science Fair
Vancouver Science Fair:
Mathematics Projects in the Greater Vancouver Regional Science Fair
Although participation did not increase (there were 26 math projects last year as well) we have witnessed a signi¯- cant increase in the quality of projects. Two of the projects made it into the Canada Wide Science Fair in Kingston, Ontario,and won multiple awards even at this very top level. These projects were \Trees A Math Lesson from Nature" by Christine Pop from Sir William Osler Elementary and \Calculating Equilateral Triangles within an Equilateral Triangular Grid" by Mahmoud Bazargan
from U-Hill Secondary.
Mahmoud Bazargan's project set out to determine how many triangles there are inside a general equilateral triangular grid without having to count them. He split the problem into considering those triangles that face upwards and those that face downwards, and then by analyzing the pattern for the various triangle sizes within the grid he found a general formula. Christine Pop's project was remarkably outstanding,
and so in her words it is outlined: The purpose of my project is to ¯nd out if I can geo-
metrically model natural objects and describe their shapes and motions using mathematical concepts.
There are two options I can work with: classical Euclidean geometry or new fractal geometry. Since Euclidean geometry deals strictly with the zero-dimensional point, the one-dimensional line, the two-dimensional plane, and the three-dimensional solid, the crinkly motions of nature cannot be de¯ned in a satisfactory way within such rigid limits. Fractal geometry, though, deals with looking at objects of non-integer dimensions that are seen as dynamical systems, systems that form a result using iteration. Therefore, fractal geometry will serve best for my purpose, because nature itself does not contain any perfectly straight lines or °at planes. Nature is a fractal that can be modelled by fractal geometry, thus supporting my hypothesis, that I will be able to describe natural objects with math. The natural object I decided to use is the tree. I can geometrically compose this using the properties of fractals to show that a tree grows under the di®erent laws of fractal geometry. These properties are self-similarity and reduction or factor-scaling, which are both implied in the iterated process that creates a fractal. I can use these guidelines to create my tree structure. The main reason for choosing the tree is that it is a beautiful creation that can be represented from various perspectives ranging from a scribbled stick ¯gure by a kindergarten child to a painting by a famous artist.
As a context for my research and fndings, I composed a list of simple tree structures made up of mathematical concepts: the decimal tree, the H-fractal (tree), the binary tree, and the Pythagoras Tree. Spirals and geometric sequences are also an important part of my project because the Pythagoras Tree expresses these concepts.
Focusing only on the Pythagoras Tree, I tried to fnd out under which law it grew. The basic construction of this fractal consists of the association of three squares that, joined together, use the Pythagorean theorem, a2+b2 = c2. Using a, b, and c as the sides of the first right triangle and angle ® and ¯ (or ¼=2¡®) of that triangle, the operation would have to repeat indefnitely to show the transforma-
tions of the left and right rotations.
As part of my project, I determined, a general rule, the geometric sequence that takes place in the spirals of the Pythagoras Tree. The common ratio, also identified as the reduction factor, helped me calculate the sum of the terms of the geometric sequence, which is in fact the total length of the spiral formed by each branch of the Tree.
Modifying angle ® of the right triangle introduced a ¯rst degree of liberty, which led to interesting `composite trees', altered versions of the original Pythagoras Tree. Using an obtuse isosceles triangle and an equilateral one, a tree that looks like broccoli and periodic tiling, respectively, is formed. Connected to changing the angle, I also modelled a visual representation of the Tree when ® was 90 degrees and 360 degrees, in both cases keeping the original measurements for the squares.
Introducing a di®erent orientation of the triangle gave an even higher degree of liberty because the tree could
be changed so that it looked more like a ¯r tree than a maple one. This new degree of freedom implies randomness and overlapping. I saw how the trees' growing law was in°uenced, calculated the length of the similarity transformations, and looked for patterns in the way that the `branches' overlapped.
As stated in my hypothesis, through fractal geometry, I can successfully model the shape and movement of natural objects. Paradoxically, complex fractal graphics are derived from simple mathematical equations. The secret to making fractals is to explore to infnite depths. By choosing the tree structure to exploit my research and basing it on fractal geometry, I could record the images of its movements in space. They are pictures of the way things fold and unfold, feeding back into each other and into themselves.
Fractal geometry is still a young field in math. In my project, I looked only at the primary formulas without going too much in depth. Like fractals, I am still young, but even at this stage, I realize that not only do fractals have interesting aspects and patterns, but that they will prove to be a new way of looking at the world around us. Fractals, for sure, will enhance our appreciation of math's austere beauty."
From: Pacific Institute for the Mathematics Science Newsletter Summer 2001 Vol 5 Issue 2
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Legislative Assembly of Alberta-April 12, 2001
THE SPEAKER: The hon. Member for Edmonton-Manning.
Edmonton Regional Science Fair
MR. VANDERMEER: Thank you, Mr. Speaker. It is with pleasure that I rise today to speak about the Edmonton Regional Science Fair, which includes communities from Jasper to Lloydminster, Athabasca
to north of Red Deer. This past weekend I had the privilege to attend the award ceremonies where students from grades 4 to 12 showcased their hard work. I was extremely impressed by the quality of their science projects shown at the fair. I saw an interesting range of projects from power of wind and hydropower to laser driven fusion and behaviour based robotics.
2:50
I can see why Alberta students are high achievers on a national and international level, and activities such as this science fair enhance Alberta’s excellent learning system by giving students an opportunity to explore topics in an in-depth way, further their knowledge, and follow their scientific interests. These students are
a credit to their parents and teachers, whom I thank for encouraging their scientific efforts. I would also like to acknowledge the Edmonton Regional Science Fair council for their work in organizing last weekend’s scientific fair. I really enjoyed the experience. Congratulations to all the award winners, and good luck to the
seven students who are representing the Edmonton region at the Canada-wide science fair. I am confident that these students and their projects will amaze the judges. I encourage students from all over Alberta to participate in science fairs and experience the excitement of scientific exploration.
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Curriculum Vitae
Dr. Susan Marie Cooper-CMS Judge, Canada-Wide Science Fair, Queen’s University, May 2001.
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Said Elnaffar, PhD -A judge in the Canada Wide Science Fair CWSF 2001, Kingston, ON, May 2001.
A judge in the regional Frontenac, Lennox & Addington Science Fair FLASF 2001,
Kingston, ON, April 2001.
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Jonathan Sick Science Fair 2001 Science Fair, Grade 9
Abstract
With the Sun currently at its most active phase of the 11-year solar activity, the ability to predict eruptive solar
activity is very important. Solar Flares and Coronal Mass Ejections can cause damage and disruption to
satellites, power grids, and radio communications. A method of predicting solar flare activity levels, known as
Sunspot-Based Prediction, was introduced in the author's Predicting Solar Activity study which demonstrated
a basic correlation between the sunspots and solar flares through their common solar magnetism. Solar flares
have been found to occur due to magnetic shear within a sunspot. This study continues to explore the
connection between solar flares, and looks closely into the relationship between the morphological structure,
as well as changes in the sunspot's morphology which could be linked to magnetic shear. To complete the morphological sunspot study, a 12.5 inch telescope was designed and constructed to provide 109 sunspot group observations over 39 days. An additional 7 observations were reserved for out-of-sample analysis. The photographic data was processed using the author's software, Flat Sun, which transforms solar images into a fixed Mercator-projection image of heliographic coordinates. This software allows sunspots to have a constant orientation despite their location on the rotating Sun. In Stata regressions, the size of the sunspot umbra, as well balance of the areas of a sunspot's magnetic poles were shown to directly relate to the level of
X-Ray solar flare activity. Increasing levels of complexity in the Mt. Wilson classifications for the sunspots was also shown to be proportional to increasing levels of flare activity. Daily changes in the sunspot morphology, beside the sunspot area growth, did not appear to be related to flare activity. These
results indicate that the complexity and size of a sunspot may be the key factor in determining the likelihood of magnetic shear-triggered events such as solar flares.
Awards
Calgary Youth Science Fair 2001:
Top Intermediate Project
Terry Allen Travel Scholarship
Nortel Networks Technology and Innovation Award
Auto-Trol Technology Award
Pacific Institute for Mathematical Sciences Award
Gold Medal sponsored by Anadarko
Canada-Wide Science Fair 2001 in Kingston, Ontario
Gold Medal for Intermediate Physical Sciences
Top Intermediate Award sponsored by Rockwell Automation
$2000 scholarship to University of Western Ontario
Canadian Association of Physicists Award - Intermediate
Dow Science Communication Award - Intermediate
Royal Astronomical Society of Canada Award - Intermediate
Additional Information
5-page summary (PDF)
2000 Science
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Annapolis Region 2001
Jordan Sheriko - Horton - "Busy Brains"
Jessica MacMillan - Central Kings - " To Be or Not To Be Fit"
Iain McKillip - Kings Edgehill - "Pulse Jet Engines"
Brendan Rideout - Central Kings - Quantum Teleportation, Beam Me Up"
Alternate - Brent Barkhouse - Hantsport - "Some Like It Hot"
1.BEST PROJECT (4-6) - ACA Co-perative Ltd Trophy and Keeper Plaque
McCall Robinson - St Mary's
If I Were A Bean Seed
2.BEST LIFE SCIENCE (7-12) - Kemic Bioresearch Trophy and Keeper Plaque
(presenter Dr Sonia Gaul)
Jordan Sheriko - Horton
Busy Brains
3.PHYSICAL SCIENCE (7-12) - Service Master Trophy and Keeper Plaque
Brendan Rideout - Central Kings
Quantum Teleportation, Beam Me Up
4.EARTH/SPACE SCIENCE (7-12) - Best Toyota Trophy and Keeper Plaque.
Eric Grosvold - Berwick
Aquifers, Groundwater and Water Contamination
5. COMPUTER SCIENCE (7-12)
NOT AWARDED
6.ENGINEERING (7-12) - Michelin North American (Canada) Inc Trophy and Keeper Plaque
Max Winther - KCA Magnetic Motion
7.MOST POPULAR PROJECTS (Plaque each)(Presenter Heather McLean)
Elementary - Ken Wheadon - Cambridge
Secondary - Iain McKillip - King's Edgehill - Pulse Jet Engines
8. BEST PROJECT OF THE FAIR - (7-12) Weevex Trophy and Keeper Plaque
Jordan Sheriko - Horton
Busy Brains
9.REPRESENTATIVES TO THE CANADA WIDE SCIENCE FAIR - Each student receives a science fair t-shirt
The following students have presented projects judged to be competitive ant the Canada Wide Science Fair
2001 in Kingston Ontario. These students and their chaperone will be traveling to Kington courtesy the
Annapolis Valley School Boad and our science fair Sponsors.
These Projects represent work done within the last year including backboard and presentation content.
Jordan Sheriko - Horton - "Busy Brains"
Jessica MacMillan - Central Kings - " To Be or Not To Be Fit"
Iain McKillip - Kings Edgehill - "Pulse Jet Engines"
Brendan Rideout- Central Kings- Quantum Telepm1ation, Beam Me Up"
Alternate- Brent Barkhouse- Hantsport- "Some Like It Hot"
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Horton High School
NEWSLETTER - MAY 2001
SCIENCE DEPARTMENT
Jordan Sheriko represented Horton at the Annapolis Valley Regional Science Fair in April and won a $50 prize for the Best Communicated Project, the Best High School Life Sciences Project, and the Best Project at the regional science fair. He will be representing Horton and the Annapolis Valley region at the Canada Wide Science Fair at Queens University in Kingston, Ontario from May 13-20.
The project was aimed at learning more about the functions of the human brain and how brain damage
affects abilities in everyday life. One process that is controlled by the frontal lobes of the brain is called
Executive Functioning. Executive functioning refers to a complex set of processes that a person uses simultaneously while performing everyday activities. People use executive functions in everyday life to tackle all the tasks they encounter in a day. People with brain tumors, Alzheimer’s, ADHD, strokes, and other conditions that affect the frontal lobes often have weak executive functioning.
The purpose of the experiment was to establish performance norms for executive functioning and compare
them to those of a subject with frontal lobe damage. Strategies that could be used to help those with difficulties in executive functioning were also collected and analyzed. The strategies provide some insight into proficient brain functioning which could lead to treatment for those with brain damage so they can cope better with daily tasks and enjoy a good quality of life. We would like to congratulate Jordan on a terrific job and wish him the best of luck at the Canada- Wide Science Fair.
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SCIENCE FAIR - Ontario Parliament
Mr Ted Arnott (Waterloo-Wellington): To
the Minister of Energy, Science and Technology. Minister, we are all aware how
important it is to have young people of this province interested in science.
Science is a necessary component of our future. How is the government working
to interest young Ontarians in science careers?Hon Jim Wilson (Minister of Energy, Science and Technology): I thank my colleague for the question. The government is committed to increasing young people's awareness of science, technology and innovation in this province through a number of initiatives. Most recently the Ontario government was proud to support the Canada-Wide Science Fair in Kingston. The fair saw approximately 450 of Canada's top young minds in science and technology from grade 7 to high school graduation compete in a number of categories, including computers and biotechnology.
Over 150 of those competing students were from Ontario, and I'm pleased to report that Ontario students earned 10 gold medals and 51 medals overall, as well as 33 honourable mentions. Ontario students attending the fair were part of Sci-Tech Ontario, a project sponsored in part by the Youth Science and Technology initiative of the Ministry of Energy, Science and Technology. This initiative will commit $5 million -- that's the first time in the history of this province -- toward science and technology awareness partnership projects by the end of 2005.
Mr Arnott: Minister, I want to thank you for that fine answer, and I want to say that I've been informed that a student from Waterloo-Wellington, Ben Schmidt, was very successful at the science fair. Could you please tell the House about his gold-winning project.
Hon Mr Wilson: I had an opportunity to meet Ben Schmidt of Elora, and yes, he was awarded best junior project at this year's fair.
Interjections.
Hon Mr Wilson: Hey, this is important to Ben Schmidt and his family and to science and technology in the province, so why don't you pay attention over there?
His project, called RAT: Remote Access Topography, was judged to be the best of the 125 grade 7 and grade 8 projects from across the country presented at this prestigious annual event. He designed, built and programmed a robot to create a map while finding its way to a goal through an obstacle course. This robot then uses the map to return, using the most direct path, just like a rat solving a maze. Hence, the name of the project.
Ben will be a guest of honour at the Ontario Research and Development Summit to be held by the Ontario government Research and Development Challenge Fund on May 30. I think the honourable member, and all members of this House, should extend congratulations to Ben Schmidt for his award-winning project.
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Example Summary
CWSF Project Summary- The Effect of Acid Rain on Lichens
threatened because of two factors ;the exhaust of gaseous and particulate matter, and secondly, the fertilizing effect of dust emitted from the incinerator.
affected by acid rain. My hypothesis was that lichens would be damaged by the concentration of acid rain that Newfoundland receives and also, that different lichen will be affected differently by acid rain. Firstly I had to do research on lichens and acid rain. I discovered that lichens were robust organisms that survived through a symbolic relationship between an alga and a gungus. They are composed of three main layers, the upper cortex which is composed of fungal filaments and is used for structure and support. Acid rain I learned is actually (in the case of the incinerator ) Sulphur dioxide which,, when released into the atmosphere, is converted into sulphuric acid chemically. Any precipitation with a PH of lower than five is considered acid rain. Acid rain is a problem in Newfoundland because it is primarily made up of granite that lacks the natural ability to neutralize acid rain (buffering).
My purpose was to find out if lichens will survive the typical acid rain concentrations Newfoundland receives. A secondary purpose was to compare how two different lichens are affected by acid rain concentrations Newfoundland receives. and also, that different lichen will be affected differently by acid rain.
I devised a procedure to test this. Firstly I had to select the species I would use for testing. I chose Lobaria scrobiculata and Alectoris sarmentosa (a.k.a Old Man's Beard). I chose these because they were of different levels of sensitivity to pollution, high and low, respectively. Next I had to choose the concentration I would use. I contacted Dr Wolfgang, a professor at Dalhoise University N.S., and he recommended I use 0.01, 0.005, 0.001, 0.0005 molar solutions of H2S04. My setup was that I put 5 mls. of each concentration into two petri dishes (one for each species). Then I placed four small piece of each lichen into each peitri dish. Then using a stopwatch I took a piece out of each petri dish after 10 minutes, 2 hours,
3 hours, and 12.5 hours. I rinsed all these pieces in water and then out them into separate sealed plastic bags. I took these to the Memorial University of Newfoundland's science building, and examined them using first a stereoscope and secondly a florescent microscope. I noted changes to the fugal and algal layers.
Both the observations examined using the stereoscope and the florescent microscope showed that Lobaria scrobiculata was greatly damaged when exposed for a long time to the higher concentration of sulphuric acid. The damage occurred in both the algal and fungal layers. However this damage had not completely eradicated the organism. Alectoria sarmentosa, however, was not affected at all by the sulphuric acid.
In conclusion, the lichens were damaged but not killed by the scenarios created to simulate acid rain. The level of damage that occurred to the algal layer is of great importance because without algal cells the organism has no source of energy. The damage that occurred to the fungal layer is not as important because its main function is for structure and support.
My experiment involved the lichens only being exposed to the burst of acidity once, simulating one rain storm. If however, an area received repeated rain showers the lichens would eventually die completely because they would not be able to replenish their damaged algal cells rapidly enough.
Through my observations I noticed that the difference in exposure time had more of an effect than the different concentrations. Thus, the concentration of acid rain may matter less than the total amount of acid rain received. It is more important to note the volume of S02 that is emitted than its concentration.
The soredia (this lichen's means of reproducing) of the Lobaria scrobiculata were not damaged, meaning if it could release these in time before it died, it could reproduce.
Lobaria scrobiculata is a very typical lichen so the effects I observed on it would likely apply to other lichens too.
To sum up, ifNewfoundland received repeated amounts of acid rain of the concentration
0.01-0.0005 the lichens would eventually die. Also the sensitivity of different lichens to acid rain varies. This partially confmns my hypothesis. When the lichens die the entire ecosystem can be affected. This is because lichens are a major part of many organisms' life. Also if lichens are not present scientists cannot use them as indicators of pollution. All this
can happen unless something is done about reducing acid rain.
Bibliography
-The world book Encyclopediat 1999 world book inc. Chicagot IL.
-The world book Encyclopedia of science- The plant worldt 2000 Chicago, IL.
-Comptonts Interactive Encyclopedia. 1998 TLC Properties Inc. Cambridget MA
-Microsoft Encarta Encyclopedia 1997
-National Geographic 1997- "Lichenstt by Sylvia D. Shamoff
-Lichen web page http://www.kancm.org/
-The Vanishing Lichens by David Richardsont 1974 Hafner Presst New York. -"A comparison of light, florescence and electron microscopic observations in assessing the S02 injury of lichens under different moisture conditions"t by T. Holopainen and M. Kauppi
-Environment Canada web pages on acid rain- www.atl.ec.gc.ca/aeb/ssd/acid/acidfaq.html and www.ec.gc.ca/acidrain/acidfact.html
Mac Pitcher (Salmon Nature Park)
Dr. Wolfgang (Dalhoise University)
Chirstoph Scheidegger (Swiss Federal Institute for Forest Snow and Landscape Research) Peter Haring, Environmental Chemistt Dept. of Environment & Labour, Pollution Prevention Division
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