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2836 journal of Student Research Abstracts · 85 THE EFFECT OF liGHT ON THE GROWTH OF GERMAN IW. T.F. Jauregui and S. Engelmann (teacher). Palisades Charter High School, 15777 Bowdoin Street, Pacific Palisades, CA 90272. This experiment was used to observe the effect light has on the growth of German Ivy (Senecio mikanioides). Several3g specimens were placed in 2 different stations. One station allowed German Ivy to receive 5 hours of light. The other station allowed only two hours of light. After 2 1/2 weeks their weight was recorded. The group that received 5 hours of light grew significantly more than the group with only 2 hours of light. My data shows that the quantity of light does affect the growth of German Ivy. 2837 THE EFFECTS OF WALL-SEEKING BEHAVIOR OF MICE. Stanley Lin and Steve DeGusta (teacher). John F. Kennedy High School, 6715 Gloria Drive, Sacramento, CA 95831. In this lab, the effects of light on the wall-seeking behavior of mice were studied. This behavior has been assumed by the general scientific community to be innate and stereotypical. By varying the environment of the mice, I tested to see whether or not this behavior is in fact innate, or just learned, that is, environmentally related. The test involved placing a mouse in a closed arena gridded into 64 squares. Each of the eight mice was tested under a bright light and a dim light. At three-second intervals for six minutes, tallies were made according to which squares the mice were in. The tallies showed that the mice's activity in squares adjacent to the walls decreased when the lighting was decreased, suggesting that light does have an effect on the behavior. The light was the environmental variable, which would suggest that environment does play a role in the behavior. The conclusion drawn was that the wall-seeking behavior is not innate, but rather is learned and is dependent on the environment. (p 0.1). Finally when I compared the 6-gallon tank to the 9-gallon tank, I was able to conclude that the larger tank showed the higher rate of growth in weight, but through statistics again my results were questionable (t = 2.040, 0.05 < p
86 · journal of Student Research Abstracts 2839 HOW SEA ANEMONES DISTINGUISH POSSIBLE FOOD SOURCES. J.M. Robbins, K.J. Ector and S. Engelmann (teacher). Palisades Charter High School, 15777 Bowdoin St., Pacific Palisades, CA 90272. This study examined the question of how sea anemones distinguish possible food sources, organic from inorganic substances. Seven sea anemones of various sizes were offered five different organic substances, such as plastic, Styrofoam, glass, shell, and a copper penny. The objects were drifted by the anemone and allowed to brush the tentacles. If the tentacles attached to the object, it was considered accepted. The acceptance or rejection rate was mostly random, although the Styrofoam was rejected by them all. The penny had an acceptance rate of 29%, the shell had an acceptance rate of 14%, the plastic had an acceptance rate of 29%, and the seaglass had an acceptance rate of 14%. From these results we can conclude that the sense of texture must play an important factor in whether or not a potential food source is accepted or rejected. 2840 EFFECTS OF KNOWLEDGE OF PRIOR ACTIONS ON FORMATION OF STRATEGY. Joseph M. Dale and Stephen DeGusta (teacher). John F. Kennedy High School, 6715 Gloria Drive, Sacramento, CA 95831. I devised a simple game for two players in which one player attempts to predict a number to be guessed by his opponent. If he is successful, he again tries to predict a number guessed by his opponent. If he is unsuccessful, he guesses a number which his opponent attempts to predict. Each player should attempt to develop a strategy which will enable him to always predict his opponent's guess, and guess a number which his opponent will not be able to predict. In the experimental group, I provided one player in each pair with a written record of his prior guesses and predictions, his opponent's prior guesses and predictions, and who, he or his opponent, won each game. His opponent had no such information. In the control group, neither player had information. I attempted to determine whether the player with more information would be able to win more often than if he had no such information, by forming a successful strategy. For reasons beyond my control, I collected much less data than I had planned to collect. From the data collected, I concluded that there was no significant difference (X 2 = 0.371, 0.057; 0.5 < p < 0.9) between the number of games won by players who had information (while their opponents did not) and players who did not have information (and whose opponents also had no information). However, I have identified several factors in my experimental setup and in the execution of the game which may suggest that this conclusion is invalid. 2841 THE EFFECTS OF INCREASING WATER ON BEACH EROSION. Gary Chu, Walter Yuen and Steve DeGusta (teacher). John F. Kennedy High School, 6715 Gloria Drive, Sacramento, CA 95831. The purpose of this experiment was to see the effect of increasing water on beach erosion. A wave tank with a wave maker was built for this experiment. Two thousand milliliters of sand was placed on the opposite end of the wave maker in the tank at a sloped angle to simulate a beach and then five thousand milliliters of water was added into the tank. After running the wave machine and taking note on how much sand was displaced and the change in beach profile, 10 percent more water (500 ml) was added into the tank and the wave machine was used again. Comparisons were made between the control group and test group beach profiles and the volume of sand lost when the water was increased. The change in volume of sand showed that the beach was changed significantly and the t-test verified this (t=22.13, p
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