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TABLE OF CONTENTS
SCIENCE SECTION:
1. POLLUTION AND THE GERMINATION OF RADISH SEEDS
2. THE EFFECT OF COTYLEDON REMOVAL UPON PEANUT EMBRYOS
ACID RAIN AND PLANT GROWTH
3. A COMPARISON OF PLANT GROWTH IN FLUORESCENT LIGHT AND
SUNLIGHT THE EFFECT OF CHANGING PLANTS' EXPOSURE TO
LIGHT FROM DAYTIME TO NIGHTTIME HOURS ON GERMINATION
AND GROWTH RATE
4. THE EFFECT OF WING DESIGN ON DRAG
5. THE EFFECT OF NOISE ON NENTENDO PERFORMANCE
6. TEMPERATURES AND SEED GERMINATION
7. BATHING METHODS AND WATER USAGE
8. MEALWORM MOVEMENT AND TEMPERATURE
9. THE EFFECT OF PAPER RECYCLING ON DEFORESTATION
10. FINGER PRINTS ARE NOT THE SAME
MATH SECTION:
1. PI IS ALWAYS EQUAL TO 3.14: A PROOF
2. PROBABILITY THEORY AND FLIPPING A COIN
3. NUMBER PATTERNS
4. PROBABILITY THEORY AND DISK DRAWS
5. PROBABILITY THEORY AND DICE THROWS
SCIENCE SECTION
POLLUTION AND THE GERMINATION OF RADISH SEEDS
STUDENT AUTHOR: EMILY E. NOTO
SCHOOL: MANDEVILLE MIDDLE SCHOOL
MANDEVILLE, LOUISIANA
GRADE: 4
TEACHER: JOSEPH FETTER
I. STATEMENT OF PURPOSE AND HYPOTHESIS
HOW DO SOLUTIONS OF KEROSENE AND WATER AFFECT THE
GERMINATION OF RADISH SEEDS WHEN PLACED IN GRADUATED
CONCENTRATIONS OF O.30%, 0.625%, 1.25%, 2.5%, 5.0%, AND
10.0% AS COMPARED TO A SOLUTION OF TAP WATER?
II. METHODOLOGY
GROUPS OF FIVE EMPTY FILM CANISTERS WERE LABELED AS CONTROL,
O.30%, 0.625%, 1.25%, 2.5%, 5.0%, AND 10.0%. THE CORRECT
SOLUTIONS OF KEROSENE AND WATER WERE ADDED TO THE
APPROPRIATE FILM CANISTERS. A COFFEE FILTER, CUT TO THE
SIZE OF 1.5 CM BY 6 CM, WAS PLACED IN EACH OF THE 35 FILM
CANISTERS. TWO RADISH SEEDS WERE PLACED ON TOP OF FILTER
PAPER. EVERYDAY FOR THE NEXT TEN DAYS, THE SEEDS WERE
EXAMINED AND THE RESULTS RECORDED.
III. ANALYSIS OF DATA
GERMINATION OCCURRED IN EIGHT OF THE TEN SEEDS USED IN THE
CONTROL GROUP MOISTENED WITH TAP WATER. NO SEEDS SPROUTED
IN SOLUTIONS CONTAINING 10.0%, 5.0% AND 2.5% OF KEROSENE. AS
THE KEROSENE CONCENTRATION DECREASED TO 1.25% OF KEROSENE,
ONLY ONE SEED GERMINATED. IN THE 0.625% SOLUTION, TWO OF
TEN SEEDS GERMINATED (20% GERMINATION). A SLIGHT INCREASE
WAS RECORDED FOR THE 0.30% SOLUTION. THIS SOLUTION HAD THREE
OF TEN SEEDS GERMINATED FOR A TOTAL OF THIRTY PERCENT.
IV. SUMMARY AND CONCLUSION
WATERING RADISH SEEDS WITH KEROSENE SOLUTIONS OF DIFFERENT
STRENGTHS PREVENTED GERMINATION OF MOST OF THE SEEDS. TAP
WATER DID PERMIT SEEDS TO GERMINATE. THE HYPOTHESIS IS
ACCEPTED: KEROSENE IN STRENGTHS OF 10.0% TO 0.30% DOES
PREVENT RADISH SEED GERMINATION.
THE EFFECT OF COTYLEDON REMOVAL UPON PEANUT EMBRYOS
STUDENT AUTHOR: BRIAN SPRAGUE
SCHOOL: MANDEVILLE MIDDLE SCHOOL
MANDEVILLE, LOUISIANA
GRADE: 6
TEACHER: JULIE SIMON
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I WANTED TO FIND OUT WHAT HAPPENS TO A PEANUT'S DEVELOPMENT
WHEN THE COTYLEDONS OR PART OF A COTYLEDON ARE REMOVED. MY
HYPOTHESIS WAS THAT THE AMOUNT OF COTYLEDON REMOVED IS
DIRECTLY RELATED TO THE DEVELOPMENT OF THE PEANUT'S EMBRYO.
II. METHODOLOGY
TO TEST MY HYPOTHESIS, I FIRST REMOVED THE SHELL AND THE
PAPER-LIKE COVERING FROM THE PEANUTS. I USED 100 NATURAL
PEANUTS DIVIDED INTO 5 GROUPS OF 20 EACH. GROUP A WAS THE
CONTROL GROUP OF WHOLE PEANUTS. USING A RAZOR BLADE, I
REMOVED 25% OF THE PEANUT IN GROUP B, REMOVING HALF OF ONE
COTYLEDON. IN GROUP C, I REMOVED 50% OF EACH PEANUT BY
REMOVING THE ENTIRE COTYLEDON THAT DID NOT CONTAIN THE
EMBRYO. IN GROUP D, I REMOVED 75% OF EACH PEANUT BY
REMOVING THE COTYLEDON THAT DID NOT CONTAIN THE EMBRYO AND
HALF OF THE REMAINING COTYLEDON. IN GROUP E, I REMOVED THE
EMBRYO AND DISCARDED THE REST OF THE PEANUT. I PLACED EACH
GROUP OF PEANUTS BETWEEN 2 MOISTENED PAPER TOWELS AND
LABELED AND SEALED EACH GROUP IN A RESEALABLE BAG. I PLACED
THE BAGS IN A DARK, COOL PLACE AND CHECKED THEM DAILY,
RECORDING THE RESULTS.
III. ANALYSIS OF DATA
COTYLEDON REMOVAL SLOWS OR PREVENTS PEANUT GERMINATION.
RESULTS MAY VARY BECAUSE OF THE QUALITY OF THE PEANUTS, BUT
THERE IS AN OBVIOUS RELATIONSHIP BETWEEN THE AMOUNT OF
COTYLEDON REMOVED AND THE WAY THE EMBRYO DEVELOPS. IN GROUP
A, THE CONTROL GROUP, CLOSE TO 100% OF THE PEANUTS
GERMINATED (18 GERMINATED). IN GROUP B, 19 PEANUTS
GERMINATED BUT 4 WERE STUNTED. THE LONGEST WAS 8 CM. IN
GROUP C, 20 SHOWED SIGNS OF GERMINATION BUT GREW AN AVERAGE
OF 3/4 CM LESS THAN GROUP B; 5 WERE 6 3/4 CM. IN GROUP E,
(100% REMOVAL), ONLY A FEW GREW; THE LONGEST WAS 3 3/4 CM
AND ALL WERE STUNTED. GROWTH WAS VERY RETARDED.
IV. SUMMARY AND CONCLUSION
THE RESULTS SHOW MY HYPOTHESIS TO BE CORRECT. THE AMOUNT OF
COTYLEDON REMOVED IS DIRECTLY RELATED TO THE EMBRYONIC
DEVELOPMENT OF A PEANUT.
BLAME IT ON THE RAIN
STUDENT AUTHOR: KATHERINE MARINO
SCHOOL: MANDEVILLE MIDDLE SCHOOL
MANDEVILLE, LOUISIANA
GRADE: 4
TEACHER: MRS. MC GRAW
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I WANT TO KNOW IF ACID RAIN AFFECTS THE GROWTH OF PLANTS. MY
HYPOTHESIS STATES THAT A PLANT WATERED WITH LEMON JUICE AND
WATER WILL NOT GROW AS WELL AS A PLANT WATERED WITH PLAIN
WATER.
II. METHODOLOGY
I TOOK FOUR POTS THE SAME SIZE WITH THE SAME AMOUNT OF
POTTING SOIL IN EACH ONE. I PUT THREE SEEDS IN EACH POT 1
CM. DEEP. I WATERED THE TWO CONTROL POTS WITH PLAIN WATER
AND I WATERED THE EXPERIMENTAL POTS WITH HALF WATER AND HALF
LEMON JUICE. I PUT ALL OF THE POTS IN THE SAME PLACE. EACH
DAY I CHECKED THE PLANTS, MEASURED ANY GROWTH, AND WATERED
THEM. THE CONTROL PLANTS GOT 1 TSP. WATER AND THE
EXPERIMENTAL PLANTS GOT 1/2 TSP. LEMON JUICE AND 1/2 TSP.
WATER. AFTER TEN DAYS, I ANALYZED MY DATA AND MADE MY
SUMMARY AND CONCLUSION.
III. ANALYSIS OF DATA
MY CONTROL PLANTS GREW TO AN AVERAGE OF 170 MM HIGH AND MY
CONTROL PLANTS GREW TO AN AVERAGE OF 169 MM. EACH CONTROL
PLANT HAD 2 LEAVES AND WERE GREEN. MOST EXPERIMENTAL PLANTS
DID NOT GERMINATE AND THOSE THAT DID ONLY GREW 16 MM HIGH,
HAD NO LEAVES AND WAS LIGHT GREEN.
IV. SUMMARY AND CONCLUSION
THE PLANTS WATERED WITH LEMON JUICE AND WATER DID NOT GROW
AS WELL AS THE PLANTS WATERED WITH PLAIN WATER. THEREFORE,
I ACCEPT MY HYPOTHESIS.
A COMPARISON OF PLANT GROWTH IN FLUORESCENT LIGHT AND
SUNLIGHT
STUDENT AUTHOR: MATTHEW KUZIO
SCHOOL: MANDEVILLE MIDDLE SCHOOL
MANDEVILLE, LOUISIANA
GRADE: 4
TEACHER: CHERYL ARABIE, MED
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I WANTED TO FIND OUT IF PLANTS WOULD GROW FASTER IN
FLUORESCENT LIGHT THAN IN SUNLIGHT. MY HYPOTHESIS WAS THAT
PLANTS GROWN IN FLUORESCENT LIGHT WOULD GROW FASTER THAN
PLANTS GROWN IN SUNLIGHT BECAUSE OF THE HIGHER CONCENTRATION
OF ULTRAVIOLET LIGHT IN THE FLUORESCENT LIGHT.
II. METHODOLOGY
TO TEST MY HYPOTHESIS, I FILLED TWO CONTAINERS WITH DIRT AND
LABELED ONE FLUORESCENT AND THE OTHER ONE SUNLIGHT. I THEN
PLANTED TWO ROWS OF FIVE BEAN SEEDS ONE INCH APART IN EACH
CONTAINER. AFTER WATERING THE SEEDS, I PLACED THE
FLUORESCENT CONTAINER UNDER A FLUORESCENT LIGHT AND THE
SUNLIGHT CONTAINER IN THE SUNLIGHT. EACH DAY I TURNED THE
FLUORESCENT LIGHT ON AND OFF SO THAT BOTH CONTAINERS OF
SEEDS WERE EXPOSED TO THE SAME NUMBER OF HOURS OF LIGHT. I
WATERED THE SEEDS WHEN NECESSARY.
III. ANALYSIS OF DATA
AFTER RECORDING OBSERVATIONS OF GERMINATIONS AND PLANT
GROWTH DAILY FOR TWO WEEKS, I FOUND THAT THE RATE OF
GERMINATION WAS FASTER IN FLUORESCENT LIGHT THAN IN
SUNLIGHT. ALSO, THE AVERAGE PLANT HEIGHT AFTER ONE WEEK OF
GROWTH IN FLUORESCENT LIGHT WAS MORE THAN THREE TIMES THAT
IN SUNLIGHT. AFTER TWO WEEKS, THE AVERAGE HEIGHT IN
FLUORESCENT LIGHT WAS 15 CM OR 1 1/2 TIMES MORE THAN THAT IN
SUNLIGHT.
IV. SUMMARY AND CONCLUSION
I FOUND OUT THAT PLANTS GROWN IN FLUORESCENT LIGHT GREW
FASTER THAN PLANTS GROWN IN SUNLIGHT. THEREFORE, I ACCEPTED
MY HYPOTHESIS AS CORRECT.
THE EFFECT OF CHANGING PLANTS' EXPOSURE TO LIGHT FROM
DAYTIME TO NIGHTTIME HOURS ON GERMINATION AND GROWTH RATE
STUDENT AUTHOR: KELLY LOSCH
SCHOOL: MANDEVILLE MIDDLE SCHOOL
MANDEVILLE, LOUISIANA
GRADE: 6
TEACHER: LINDA KYLE, MED
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I WANTED TO KNOW IF PLANTS ARE AFFECTED BY CHANGING THEIR
EXPOSURE TO ARTIFICIAL LIGHT FROM A DIURNAL CYCLE TO A
NOCTURNAL CYCLE. MY FIRST HYPOTHESIS STATED THAT THE GROUP
EXPOSED TO LIGHT DURING NIGHTTIME HOURS WOULD GERMINATE MORE
SLOWLY THAN THE GROUP EXPOSED TO LIGHT DURING DAYTIME HOURS.
MY SECOND HYPOTHESIS STATED THAT THE SEEDLINGS IN THE
NIGHTTIME GROUP WOULD HAVE A SLOWER GROWTH RATE.
II. METHODOLOGY:
I PLANTED THREE RADISH SEEDS IN EACH OF THE FOURTEEN PEAT
POTS. NEXT, I DIVIDED THE 14 POTS BETWEEN TWO TRAYS AND
LABELLED ONE TRAY THE "DAYTIME TEST GROUP" AND THE OTHER THE
"NIGHTTIME TEST GROUP". THEN, I PUT BOTH TRAYS UNDER A 40
WATT PLANT LIGHT. I COVERED THE NIGHTTIME TEST GROUP WITH A
BOX EACH DAY FROM 6 A.M. TO 6 P.M. THE DAYTIME TEST GROUP
WAS COVERED FROM 6 P.M. TO 6 A.M. I RECORDED THE DATE EACH
PLANT GERMINATED. I ALSO MEASURED EACH PLANT DAILY, RECORDED
ITS HEIGHT, AND CALCULATED AN AVERAGE HEIGHT FOR EACH GROUP
FOR EACH DAY. EACH GROUP WAS WATERED THE SAME.
III. ANALYSIS OF DATA:
THE PLANTS IN THE NIGHTTIME GROUP GERMINATED ONE DAY AFTER
THE DAYTIME GROUP. ALTHOUGH THE DAYTIME GROUP GREW FASTER
THAN THE NIGHTTIME GROUP FOR THE FIRST 13 DAYS, FROM THEN
ON, THE PLANTS GREW AT THE SAME RATE. THE RESULTS SHOWED
THAT THE PLANTS IN THE NIGHTTIME GROUP ADAPTED WELL TO THE
NOCTURNAL CYCLE AND BY THE END OF THE 21 DAY EXPERIMENT WERE
NO DIFFERENT IN HEIGHT OR HEALTH THAN THE DAYTIME GROUP.
IV. SUMMARY AND CONCLUSION:
MY DATA SHOWED THAT AS LONG AS PLANTS ARE EXPOSED TO LIGHT,
IT DOES NOT MATTER WHEN THE EXPOSURE TAKES PLACE. MY DATA
CONFIRMED MY FIRST HYPOTHESIS THAT IF PLANTS RECEIVE THE
SAME AMOUNT OF LIGHT, BUT ONE GROUP IS EXPOSED DURING
DAYTIME HOURS AND THE OTHER DURING NIGHTTIME HOURS, THE
NIGHTTIME GROUP WILL GERMINATE MORE SLOWLY. MY DATA DID NOT
SUPPORT MY SECOND HYPOTHESIS; ALTHOUGH THE DAYTIME GROUP
WILL GROW FASTER INITIALLY, AFTER THE NIGHTTIME GROUP ADAPTS
TO ITS CYCLE, IT CATCHES UP WITH THE DAYTIME GROUP. AFTER
THAT, THERE IS REALLY NO DIFFERENCE IN GROWTH RATE BETWEEN
THE TWO GROUPS. I ACCEPT MY FIRST HYPOTHESIS AND REJECT MY
SECOND.
WINGS
STUDENT AUTHOR: JIMMY MILLER
SCHOOL: MANDEVILLE MIDDLE SCHOOL
MANDEVILLE, LOUISIANA
GRADE: 6
TEACHER: JULIE SIMON
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I WANTED TO FIND OUT WHAT EFFECT A WING'S DESIGN HAS ON THE
AMOUNT OF DRAG IT PRODUCES. MY HYPOTHESIS STATED THAT A
WING BEING MORE STREAMLINED, HAVING A ROUNDED FRONT EDGE,
AND A SHARP REAR EDGE WILL PRODUCE LESS DRAG.
II. METHODOLOGY
I TESTED MY HYPOTHESIS BY FIRST CONSTRUCTING A WIND TUNNEL
USING A CARDBOARD BOX AND FAN. I THEN MADE MY WINGS OUT OF
TYPING PAPER. THE WINGS WERE MADE AS FOLLOWS: WING A -
ROUNDED FRONT EDGE, ROUNDED REAR EDGE; WING B - BLUNT FRONT
EDGE, BLUNT REAR EDGE; WING C - ROUNDED FRONT EDGE; SHARP
REAR EDGE; WING D - SHARP FRONT EDGE, ROUNDED REAR EDGE;
WING E - COMPLETELY ROUND; WING F - SHARP FRONT EDGE, SHARP
REAR EDGE. IN MY WIND TUNNEL, I MADE A SCALE TO MEASURE
DRAG, EACH INCH MEASURING ONE UNIT OF DRAG. TESTING EACH
WING SEPARATELY AND IN THE SAME MANNER, I PLACED IT ON THE
TEST STAND IN THE TUNNEL, TURNED THE FAN ON HIGH FOR 30
SECONDS, TURNED THE FAN OFF AND THEN MEASURED HOW MANY UNITS
OF DRAG THE WING PRODUCED. I TESTED EACH WING THREE TIMES
TO GET AN AVERAGE. I RECORDED AND GRAPHED MY RESULTS.
III. ANALYSIS OF DATA
THE WING WITH THE MOST DRAG WAS WING A (ROUNDED FRONT EDGE,
ROUNDED REAR EDGE) WITH AN AVERAGE OF 8 UNITS OF DRAG. NEXT
WAS WING C (ROUNDED FRONT EDGE, SHARP REAR EDGE) AND WING E
(COMPLETELY ROUND) WITH EACH PRODUCING 4 UNITS OF DRAG. WING
B (BLUNT FRONT EDGE, ROUND REAR EDGE) AND WING F (SHARP
FRONT EDGE, SHARP REAR EDGE) PRODUCED THE LEAST AMOUNT OF
DRAG, 1/3 OF A UNIT.
IV. SUMMARY AND CONCLUSION
MY DATA DISPROVED THE HYPOTHESIS THAT A WING BEING MORE
STREAMLINED HAVING A ROUNDED FRONT EDGE AND A SHARP REAR
EDGE (WING C) WOULD PRODUCE LESS DRAG. I FOUND OUT THAT A
TRADITIONAL WING LIKE WING C DOES NOT NECESSARILY PRODUCE
LESS DRAG THAN OTHER WINGS. NEWER, MORE MODERN DESIGNS LIKE
WING F HAVING SHARP EDGES FRONT AND REAR ARE CAPABLE OF
PRODUCING LESS DRAG. THIS IS WHY THIS NEW DESIGN IS BEING
USED TODAY IN FLIGHT.
NOISE AND NINTENDO PERFORMANCE
STUDENT AUTHOR: JENNIFER WALLEY
SCHOOL: MANDEVILLE MIDDLE SCHOOL
MANDEVILLE, LOUISIANA
GRADE: 4
TEACHER: ANNE LEHMAN
I. STATEMENT OF PURPOSE AND HYPOTHESIS
DECIBELS ARE USED TO MEASURE NOISE. IF A SOUND IS GREATER
THAN ABOUT 60 DECIBELS IT BECOMES ANNOYING AND NOISE
POLLUTION OCCURS. NOISE POLLUTION CAN AFFECT PEOPLE'S
ABILITY TO CONCENTRATE AND PERFORM. I WANTED TO KNOW IF
DIFFERENT DECIBEL LEVELS OF NOISE WOULD AFFECT NINTENDO
PLAYING ABILITY. MY HYPOTHESIS STATES THAT NINTENDO
PERFORMANCE WILL DECREASE AS THE LEVEL OF NOISE INCREASES.
II. METHODOLOGY
FIRST, I WILL SELECT 9 PEOPLE TO PLAY THE NINTENDO GAME,
PAPERBOY. THEN I WILL LET THEM PLAY 1 NORMAL GAME, 1 NOISY
GAME, AND 1 SILENT GAME. AFTER EACH GAME IS OVER, I WILL
COLLECT THE SCORE. THEN I WILL MAKE A GRAPH AND PUT HOW
MANY POINTS THEY GOT ON EACH GAME. NEXT, I WILL COMPARE
SCORES OF ALL PLAYERS AT EACH CATEGORY OF NOISE AND ANALYZE
THE RESULTS.
III. ANALYSIS OF DATA
IN MY COLLECTION OF DATA, I FOUND THAT THE HIGHER THE
DECIBELS ARE, THE LOWER THE SCORE IS. SIX OF THE NINE
PEOPLE SCORED THEIR HIGHEST SCORE DURING THE SILENT GAME.
TWO OF THE NINE PEOPLE SCORED THEIR HIGHEST SCORE DURING THE
NORMAL GAME. ONLY ONE OF THE NINE PEOPLE SCORED THEIR
HIGHEST SCORE DURING THE NOISY GAME.
IV. SUMMARY AND CONCLUSION
I FOUND OUT THAT MOST PEOPLE CAN PERFORM BETTER WHEN THEY
PLAY NINTENDO IN SILENCE. THEREFORE, I ACCEPTED MY
HYPOTHESIS WHICH STATED THAT NINTENDO PERFORMANCE WILL
DECREASE AS THE LEVEL OF NOISE INCREASES.
TEMPERATURE AND SEED GERMINATION
*
STUDENT AUTHORS: SCIENCE CLASS
SCHOOL: MANDEVILLE MIDDLE SCHOOL
MANDEVILLE, LOUISIANA
GRADE: 4
TEACHER: MRS. LEHMAN
I. STATEMENT OF PURPOSE AND HYPOTHESIS
WE WANTED TO KNOW IF TEMPERATURE AFFECTS THE AMOUNT OF TIME
IT TAKES FOR SEEDS TO GERMINATE. OUR HYPOTHESIS STATED THAT
TEMPERATURE WILL HAVE AN EFFECT ON THE AMOUNT OF TIME IT
TAKES A SEED TO GERMINATE.
II. METHODOLOGY
WE SOAKED TWELVE LIMA BEANS IN WATER OVERNIGHT. WE CUT A
CIRCLE OF PAPER TOWEL THE SIZE OF EACH OF THE TWO JAR LIDS
WE USED. AFTER DAMPENING THE PAPER TOWELS, WE PLACED THEM
INTO THE LIDS. THEN WE PLACED SIX LIMA BEANS INTO EACH LID.
NEXT, WE PUT ONE LID IN A WARM, DARK LOCATION (A GARAGE
DURING WARM DAYS) AND A COLD, DARK LOCATION (A
REFRIGERATOR). WE THEN OBSERVED THE SEEDS TO SEE WHICH
GERMINATED FIRST.
III. ANALYSIS OF DATA
THE SEEDS IN THE WARMER TEMPERATURE GERMINATED SOONER THAT
THE SEEDS IN THE COOLER TEMPERATURE.
IV. SUMMARY AND CONCLUSION
TEMPERATURE DOES HAVE AN EFFECT ON THE TIME IT TAKES A SEED
TO GERMINATE. WE CAN ACCEPT OUR HYPOTHESIS WHICH STATED
THAT TEMPERATURE WILL HAVE AN EFFECT ON THE AMOUNT OF TIME
IT TAKES A SEED TO GERMINATE.
*
MARION ABERCROMBIE, LIZ BAYNE, LAUREN EPPLING, DAVID
JEFFERIS, NICHOLAS ROSENBLADT, GEORGE TAN, AND JENNIFER
WALLEY
CONSERVING WATER
STUDENT AUTHOR: JOSLYN DUET
SCHOOL: MIMOSA PARK ELEMENTARY SCHOOL
LULING, LOUISIANA
GRADE: 3
TEACHER: MRS. LAWSON, MED
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I THINK THAT MY FAMILY COULD SAVE MORE WATER BY TAKING BATHS
INSTEAD OF SHOWERS.
II. METHODOLOGY
1. EACH TIME SOMEONE IN MY FAMILY TAKES A BATH OR A SHOWER,
I WILL PLUG UP THE DRAIN AND MEASURE THE AMOUNT OF WATER
USED. AT THE END OF THE MONTH, I WILL ADD UP THE TOTAL
INCHES TO SEE WHICH ONE USES LESS WATER.
2. PLUG UP THE DRAIN IN THE BATH TUB. TURN ON ONE FAUCET
AND LET THE WATER RUN FOR TWO MINUTES. TURN OFF THE WATER,
AND MEASURE THE AMOUNT OF WATER USED. AFTER DRAINING THE
WATER FOLLOW THE SAME STEPS WITH THE SHOWER. BE SURE TO
HAVE THE WATER RUNNING AT THE SAME SPEED.
III. ANALYSIS OF DATA
PART ONE OF MY PROCEDURE SHOWED THAT AFTER 25 BATHS, 101 3/4
INCHES OF WATER WAS USED. AFTER 25 SHOWERS, 99 1/2 INCHES
OF WATER WAS USED. PART 2 OF MY PROCEDURE SHOWED THAT AFTER
2 MINUTES, A BATH USED 2 3/4 INCHES OF WATER AND A SHOWER
ONLY TOOK 1 3/4 INCHES OF WATER.
IV. SUMMARY AND CONCLUSION
MY HYPOTHESIS WAS INCORRECT. MY FAMILY COULD SAVE MORE
WATER IF WE TOOK MORE SHOWERS AND LESS BATHS.
MEALWORM MOVEMENT AND TEMPERATURE
STUDENT AUTHOR: HEIDI REUTHER
SCHOOL: ABNEY ELEMENTARY SCHOOL
SLIDELL, LOUISIANA
GRADE: 4
TEACHER: MRS. DOIRON
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I WANTED TO KNOW IF THE MEALWORMS ARE MORE ACTIVE IN WARMER
TEMPERATURES. MY HYPOTHESIS STATED THAT THE MEALWORMS WOULD
BE MORE ACTIVE IN WARMER TEMPERATURES.
II. METHODOLOGY
I PUT FIVE MEALWORMS IN A PAN AT 36 DEGREES FAHRENHEIT FOR
TWO MINUTES. I PUT THE SAME FIVE MEALWORMS IN A PAN AT 52
DEGREES FAHRENHEIT FOR TWO MINUTES. THEN I PUT THE SAME
MEALWORMS IN A PAN AT A TEMPERATURE OF 73 DEGREES FOR TWO
MINUTES.
III. ANALYSIS OF DATA
AT 36 DEGREES FAHRENHEIT, THE MEALWORMS DID NOT MOVE AT ALL.
AT 52 DEGREES FAHRENHEIT, THE MEALWORMS MOVED A TOTAL OF 1
3/4 INCHES. AT 73 DEGREES FAHRENHEIT, THE MEALWORMS MOVED A
TOTAL OF 10 1/4 INCHES.
IV. SUMMARY AND CONCLUSION
MY DATA CONFIRMED THAT MEALWORMS ARE MORE ACTIVE IN WARMER
TEMPERATURES. THEREFORE, I ACCEPTED MY HYPOTHESIS.
RECYCLING: ONE WAY TO SAVE THE EARTH
STUDENT AUTHOR: JAMIE LEDET
SCHOOL: MIMOSA PARK ELEMENTARY SCHOOL
LULING, LOUISIANA
GRADE: 3
TEACHER: MRS. LAWSON, MED
I. STATEMENT OF PURPOSE AND HYPOTHESIS
PROBLEM: TOO MANY TREES ARE BEING CUT DOWN. HYPOTHESIS:
EIGHT TREES COULD BE SAVED THIS YEAR IF MY SCHOOL WOULD
RECYCLE.
II. METHODOLOGY
I COLLECTED AND WEIGHED PAPER FROM MY CLASS WEEKLY FOR THREE
WEEKS. I DID THIS BY PLACING A BIN NEXT TO THE GARBAGE CAN
AND EXPLAINED TO MY CLASSMATES WHICH PAPER COULD BE RECYCLED
AND WHICH COULD NOT.
WEEK 1 = 8 LBS.
WEEK 2 = 8 LBS.
WEEK 3 - 10 LBS.
III. ANALYSIS OF DATA
FIGURING THE AVERAGE WEIGHT OF PAPER COLLECTED, I ADDED THE
WEIGHT FOR THREE WEEKS AND DIVIDED BY THREE:
8 + 8 + 10 = 26; 26 DIVIDED BY 3 = 8.7 LBS.
FIGURING POUNDS FOR SCHOOL WEEKLY, I ASSUMED THAT THE OTHER
CLASSES WOULD SAVE THE SAME AMOUNT OF PAPER. THERE ARE 22
CLASSES IN MY SCHOOL; THEREFORE, I MULTIPLIED BY TWENTY-TWO.
FOR THE YEARLY WEIGHT OF PAPER COLLECTED I MULTIPLIED TIMES
36 WEEKS OF SCHOOL.
8.7 LBS. X 22 = 191.4 LBS 191.4 LBS. X 36 = 6,890.4 LBS
TO CONVERT THE POUNDS OF PAPER TO TREES SAVED, I MULTIPLIED
.85 PER 100 POUNDS.
6,890.4 / 100 X .85 = 58.6 TREES
IV. SUMMARY AND CONCLUSION
FIFTY-NINE TREES COULD BE SAVED IF MY SCHOOL WOULD RECYCLE.
MY HYPOTHESIS WAS INCORRECT. WE COULD ACTUALLY SAVE A LOT
MORE TREES THAN I THOUGHT.
ARE ANYONE'S FINGERPRINTS THE SAME IN MY CLASS?
STUDENT AUTHOR: NICHOLAS LEWELLYN
SCHOOL: MIMOSA PARK ELEMENTARY
LULING, LOUISIANA
GRADE: 3
TEACHER: MRS. SPIERS
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I THINK ALL FINGERPRINTS WILL BE THE SAME.
II. METHODOLOGY
FIRST, I GET SOME CARDBOARD AND BULLETIN BOARD PAPER. NEXT,
I MAKE MY BOARD. THEN I GATHER MY EQUIPMENT, BRING THE
FINGERPRINT CARDS AND INK TO SCHOOL AND TAKE THE
FINGERPRINTS. NEXT, I WRITE MY REPORT. FINALLY, I PUT THE
PROJECT AND DECORATIONS ON THE BOARD.
III. ANALYSIS OF DATA
NO ONE'S FINGERPRINTS WERE EXACTLY ALIKE.
IV. SUMMARY AND CONCLUSION
FROM CAREFUL ANALYSIS OF THE FINGERPRINTS UNDER A
MICROSCOPE, I HAVE CONCLUDED THAT NOBODY'S FINGERPRINTS ARE
ALIKE. I REJECT MY HYPOTHESIS.
MATH SECTION
PI IS ALWAYS EQUAL TO 3.14
STUDENT AUTHOR: JOSH BERNSTEIN
SCHOOL: MANDEVILLE MIDDLE SCHOOL
MANDEVILLE, LOUISIANA
GRADE: 6
TEACHER: JOHN SWANG, PHD
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I WOULD LIKE TO DO AN IN-DEPTH STUDY OF THE THEORY THAT THE
RATIO OF A CIRCLE'S CIRCUMFERENCE TO IT'S DIAMETER OR PI IS
ALWAYS EQUAL TO 3.14 NO MATTER WHAT THE SIZE OF THE CIRCULAR
OBJECT. MY HYPOTHESIS STATES THAT PI IS ALWAYS EQUAL TO
3.14.
II. METHODOLOGY
FIRST, I DID MY REVIEW OF LITERATURE. NEXT, I DEVELOPED A
STATEMENT OF PURPOSE AND A HYPOTHESIS. I THEN GATHERED
TWENTY DIFFERENT SIZED CIRCULAR OBJECTS. NEXT, I MEASURED
THE CIRCUMFERENCE AND THE DIAMETER OF EACH CIRCLE. THEN I
DIVIDED THE CIRCUMFERENCE BY THE DIAMETER AND OBTAINED A
VALUE FOR PI. I THEN AVERAGED ALL TWENTY OF THE PI VALUES
AND CAME UP WITH A MEAN VALUE. THEN I ACCEPTED OR REJECTED
MY HYPOTHESIS. NEXT I WROTE A SUMMARY AND CONCLUSION.
FINALLY, I PUBLISHED MY WORK.
III. ANALYSIS OF DATA
I MEASURED THE CIRCUMFERENCE AND THE DIAMETER OF TWENTY
DIFFERENT SIZED TRUE CIRCLES AND COMPUTED A PI VALUE FOR
EACH. THE AVERAGE PI VALUE FOR ALL TWENTY CIRCLES WAS 3.22.
MY EXPECTED PI VALUE WAS 3.14.
IV. SUMMARY AND CONCLUSION
I FOUND OUT THAT IF YOU AVERAGE OUT THE PI VALUE OF SEVERAL
TRUE CIRCLES, YOUR AVERAGE VALUE SHOULD EQUAL OR SHOULD COME
CLOSE TO 3.14. THEREFORE, I ACCEPTED MY HYPOTHESIS WHICH
STATED THAT PI IS ALWAYS EQUAL TO 3.14. THE PI VALUE AND
THE AVERAGE VALUE I OBTAINED WERE NOT EQUAL BECAUSE MY
MEASUREMENTS WERE NOT PRECISE.
PROBABILITY THEORY AND FLIPPING A COIN
STUDENT AUTHOR: MICHELLE MOORE
SCHOOL: MANDEVILLE MIDDLE SCHOOL
MANDEVILLE, LOUISIANA
GRADE: 6
TEACHER: JOHN SWANG, PHD
I. STATEMENT OF PURPOSE AND HYPOTHESIS
PROBABILITY INDICATES THE LIKELIHOOD OF AN EVENT HAPPENING.
THE PROBABILITY OF GETTING A HEAD OR TAIL IS 1/2 WHEN YOU
FLIP A COIN. IF YOU FLIP A COIN TEN TIMES, YOU ARE LIKELY
TO GET FIVE HEADS AND FIVE TAILS. I AM DOING AN IN-DEPTH
STUDY OF PROBABILITY THEORY. I AM DOING THIS STUDY BECAUSE
I WANT TO PROVE THAT PROBABILITY THEORY IS CORRECT. MY
HYPOTHESIS STATES THAT IF YOU FLIP A COIN THREE HUNDRED
TIMES YOU WILL GET 150 HEADS AND 150 TAILS. IN OTHER WORDS,
THE PROBABILITY OF GETTING A HEAD IS 1/2 AND THE PROBABILITY
OF GETTING A TAIL IS 1/2.
II. METHODOLOGY
FIRST, I DID A REVIEW OF THE LITERATURE. SECOND, I WROTE MY
STATEMENT OF PURPOSES. THIRD, I DEVELOPED MY HYPOTHESIS.
THEN I FLIPPED A COIN 100 TIMES AND RECORDED THE NUMBER OF
HEADS AND TAILS I GOT. THEN I REPLICATED THE PROCEDURE
THREE TIMES. NEXT, I ANALYZED MY DATA, ACCEPTED OR REJECTED
MY HYPOTHESIS, AND WROTE A SUMMARY AND CONCLUSION.
III. ANALYSIS OF DATA
IN MY FIRST TRIAL, I RECORDED 60 HEADS AND 40 TAILS. IN THE
SECOND TRIAL, I RECORDED 54 HEADS AND 46 TAILS. IN MY THIRD
TRIAL I RECORDED, 62 HEADS AND 38 TAILS. MY TOTAL NUMBER OF
HEADS WAS 176 AND MY TOTAL NUMBER OF TAILS WAS 124.
ACCORDING TO PROBABILITY THEORY, I SHOULD HAVE RECORDED 150
HEADS AND 150 TAILS.
IV. SUMMARY AND CONCLUSION
I FOUND OUT THAT WHEN I FLIPPED MY COIN THREE HUNDRED TIMES
I RECORDED MORE HEADS THAN TAILS. THEREFORE, I REJECTED MY
HYPOTHESIS WHICH STATED THAT IF YOU FLIP A COIN THREE
HUNDRED TIMES YOU WILL GET 150 HEADS AND 150 TAILS. MY DATA
DID NOT PROVE PROBABILITY THEORY CORRECT. THIS MAY HAVE
BEEN DUE TO THE FACT THAT MY COIN WAS NOT BALANCED OR THAT I
WAS FLIPPING MY COIN INCORRECTLY. THE EXPERIMENT SHOULD BE
REPLICATED NUMEROUS TIMES WITH DIFFERENT COINS TO SEE IF THE
RECORDED DATA APPROXIMATED THAT PREDICATED BY PROBABILITY
THEORY.
NUMBER PATTERNS
STUDENT AUTHOR: BILL DONKERVOLT
SCHOOL: MANDEVILLE MIDDLE SCHOOL
MANDEVILLE, LOUISIANA
GRADE: 5
TEACHER: S. SCHOENTHALER, MED
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I WANTED TO KNOW HOW MANY DIFFERENT PATTERNS OF NUMBERS I
COULD MAKE WITH FIVE SINGLE DIGIT NUMBERS. I WANTED TO
PROVE THAT THE FOLLOWING FORMULA WOULD PREDICT THE POSSIBLE
NUMBERS A PERSON CAN MAKE WITH FIVE SINGLE DIGIT NUMBERS:
A X B = C X (B+1) = D X (B+2) = E X (B+3) = F
1 X 2 = 2 X (2+1) = 6 X (2+2) = 24 X (2+3) = 120
IN THE FORMULA, A, B, C, D, AND E REPRESENT THE SINGLE DIGIT
NUMBERS 1, 2, 3, 4, AND 5. F REPRESENTS THE TOTAL POSSIBLE
NUMBER PATTERNS. MY HYPOTHESIS STATED THAT THERE WOULD BE
120 DIFFERENT NUMBER PATTERNS WHICH CAN BE MADE FROM FIVE
SINGLE DIGIT NUMBERS..
II. METHODOLOGY
FIRST, I CALCULATED MY FORMULA. THEN I WROTE DOWN ALL THE
DIFFERENT POSSIBLE NUMBER PATTERNS AND CHECKED THEM. I THEN
COUNTED HOW MANY NUMBER PATTERNS THERE WERE AND COMPARED
THEM TO THE VALUE MY FORMULA PREDICTED.
III. ANALYSIS OF DATA
I WAS ABLE TO WRITE DOWN 120 DIFFERENT NUMBER PATTERNS WHICH
EQUALED THE NUMBER PREDICTED BY MY FORMULA.
IV. SUMMARY AND CONCLUSION
I FOUND THAT MY FORMULA WORKED. THEREFORE, I ACCEPTED MY
HYPOTHESIS WHICH STATED THAT THERE WOULD BE 120 DIFFERENT
NUMBER PATTERNS WHICH CAN BE MADE FROM FIVE SINGLE DIGIT
NUMBERS.
DISK DRAW
STUDENT AUTHOR: LAUREN PARK
SCHOOL: MANDEVILLE MIDDLE SCHOOL
MANDEVILLE, LOUISIANA
GRADE: 5
TEACHER: S. SCHOENTHALER, MED
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I WANTED TO FIND OUT WHAT WOULD HAPPEN IF I PUT THREE RED
DISKS AND THREE BLUE DISKS IN A BAG AND DREW ONE OUT AD
REPLACED IT SIXTY TIME. I WANTED TO FIND OUT HOW MANY RED
DISKS AND BLUE DISKS WOULD BE DRAWN. MY HYPOTHESIS STATED
THAT I WOULD DRAW APPROXIMATELY 30 RED DISKS AND
APPROXIMATELY 30 BLUE DISKS.
II. METHODOLOGY
I PUT THE SIX DISKS IN A BAG. I DREW ONE DISK EACH TIME. I
THEN REPLACED THE DISK AFTER BEING DRAWN. I DID THIS SIXTY
TIMES. I REPEATED THE EXPERIMENT THREE TIMES. I RECORDED
THE COLOR OF THE DISK DRAWN EACH TIME. I THEN DISPLAYED MY
RESULTS ON GRAPH PAPER.
III. ANALYSIS OF DATA
ON MY FIRST TRIAL, I GOT 34 RED AND 26 BLUE DISKS. ON MY
SECOND TRIAL, I GOT 28 RED AND 32 BLUE DISKS. ON MY THIRD
TRIAL, I GOT 32 RED AND 28 BLUE DISKS. I THEN AVERAGED THE
NUMBER OF BLUE DISKS I DREW OVER THE THREE TRIALS AND GOT
29. I AVERAGED THE NUMBER OF RED DISKS I DREW AND GOT 31.
IV. SUMMARY AND CONCLUSION
I FOUND OUT THAT MY RESULTS WERE ALWAYS CLOSE TO 30 BLUE AND
30 RED. THEREFORE, I ACCEPTED MY HYPOTHESIS WHICH STATED
THAT I WOULD DRAW APPROXIMATELY 30 RED DISKS AND
APPROXIMATELY 30 BLUE DISKS.
DICE THROW
STUDENT AUTHOR: LAURA LOWE
SCHOOL: MANDEVILLE MIDDLE SCHOOL
MANDEVILLE, LOUISIANA
GRADE: 5
TEACHER: S. SCHOENTHALER, MED
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I WANTED TO FIND OUT WHAT NUMBER WOULD COME UP THE MOST IF I
ROLLED TWO DICE 100 TIMES. MY HYPOTHESIS STATED THAT THE
NUMBER SEVEN WOULD COME UP THE MOST.
II. METHODOLOGY
I ROLLED THE DICE 100 TIMES AND RECORDED HOW MANY TIMES EACH
NUMBER CAME UP. I DID THIS THREE TIMES FOR A TOTAL OF THREE
HUNDRED DICE ROLLS.
III. ANALYSIS OF DATA
THE NUMBER 2 CAME UP TEN TIMES. THE NUMBER 3 CAME UP
FIFTEEN TIMES. THE NUMBER 4 CAME UP 24 TIMES. THE NUMBER 5
CAME UP 31 TIMES. THE NUMBER 6 CAME UP 42 TIMES. THE
NUMBER 7 CAME UP 59 TIMES. THE NUMBER 8 CAME UP 39 TIMES.
THE NUMBER 9 CAME UP 34 TIMES. THE NUMBER 10 CAME UP 24
TIMES. THE NUMBER 11 CAME UP 14 TIMES. THE NUMBER 12 CAME
UP 11 TIMES.
IV. SUMMARY AND CONCLUSION
I FOUND OUT THAT THE NUMBER SEVEN CAME UP MORE THAN ANY
OTHER NUMBER. THEREFORE, I ACCEPTED MY HYPOTHESIS WHICH
STATED THAT THE NUMBER SEVEN WOULD COME UP THE MOST.
© 1998 John I. Swang, Ph.D.
© 1992 John I. Swang, Ph.D.