Today we will perform an experiment to understand the effect of music on crystal shapes. To perform this science experiment, we will be playing rock music and classical music on water crystals during the process of freezing to check if the music has any effect on the shape, count, and size of the formed crystals.
To determine if playing rock music and classical music during freezing has any effect on the crystal formed during freezing.
We hypothesized that rock music would form more random shapes than classical music groups.
1. Petri dish
5. Classical music
6. Rock music
Step 1: To keep the level of Classical music and Rock music the same, import them into Audacity.
Step 2: Take two Petri dishes and put some water in both of them.
Step 3: Add the edited songs to each of the Petri dishes.
Step 4: Put the Petri dishes in the freezer for some time.
Step 5: When the water gets frozen, bring out the petri dish from the freezer after some moments.
Step 6: Put the Petri dishes under a microscope one after another.
Step 7: Take pictures of each of them.
Step 8: Grind pictures for counting crystals. Do this like you are counting bacteria.
Step 9: Using the picture, find the number of crystals, their shape, and their size.
Step 10: Repeat the same experiment without the addition of any music. This will act as our control group.
Step 11: Record your observations.
Shapes of Ice Crystals
1. We observed that the average number of crystals in the control group was 105.8.
2. The number of crystals in the petri dish that had rock music was 159.9.
3. The number of crystals in classical music containing Petri dishes was 99.6.
4. We also found that there were 18 Petri dishes whose crystals acquired the blobby shapes in the control group. There were 20 whose crystals had blobby shapes in the classical music group. And in rock music, there were 19 Petri dishes whose crystals acquire blobby shapes
5. There were 6 Petri dishes in the control group whose crystals acquired random shapes. In classical music and rock music groups, the numbers were 11.5 and 0.
6. The crystals of 1 petri dish acquired the cubed shapes. While in classical music and rock music groups, the numbers were 2.5 and 1.
7. There were 16 Petri dishes whose crystals acquired a circular shape in the control group. In the classical music group, it was 1.5, and in the rock music group, it was 3.5.
8. In the control group, there were 0 Petri dishes whose crystal acquired a polygon shape. But in classical music groups, the number of Petri dishes was 3.5, and in rock music groups, it was 0.
1. Apart from classical music groups, control groups, and rock music groups, Petri dishes did not form polygon shapes.
2. Our hypothesis, in which we assumed that rock music would form the most random shapes, was wrong. From the observation, we saw it was classical music that formed more random shapes.
3. Classic music and control groups had a similar number of crystal counts which were 99.6 and 105.8. However, the number is less than the number of crystals formed in a rock music group which was 159.9.
4. We also observed that the crystallization of ice was not affected by playing music in some form.
1. Clean Petri dishes thoroughly before using them.
2. Record your observation precisely.
In this experiment, to understand the effect of music on crystal shapes, we found out the effect of playing classical music and rock music on the shape, size, and crystallization of ice.
Q.1 What was the aim of your experiment?
ANS. We aimed to determine if playing rock music and classical music during freezing has any effect on the crystal formed during freezing.
Q.2 Does rock music produce any random shapes of crystals?
ANS. No, Rock music did not form random shapes of crystals.
Q.3 Does rock music produce any effect on fragmented or random ice crystals?
ANS. No, the rock music did not cause random crystals to form. On the other hand, classical music caused random crystals to form.
Saquib Siddiqui is a Mechanical Engineer with expertise in science projects and experiments. Saquib’s work focuses on integrating scientific concepts with practical applications, making complex ideas accessible and exciting for learners of all ages. In addition to his practical work, Saquib has authored several articles, research papers, and educational materials.