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TABLE OF CONTENTS
Science Section:
1. Density and Buoyancy
2. Combustion and Carbon Dioxide
Math Section:
1. The Probability of Rolling Even or Odd
2. They Pythagorean Theorem
Social Studies Section:
1. Student Attitudes About Baseball Cards
2. The Rodney King Verdict
3. Student Feelings About Adoption
4. The Colonization of Mars
SCIENCE SECTION
TITLE: Density and Buoyancy
STUDENT AUTHOR: Patricia Brightwell
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
Denser materials have less buoyancy. Regular Coke has sugar
in it and is more dense than diet Coke which does not have
sugar. A can of diet coke should float in a bucket of water
and a can of regular coke should sink. I wanted to find out
if diet Coke is more buoyant than regular Coke. My
hypothesis stated that a can of regular Coke will sink in a
bucket of water.
II. METHODOLOGY:
First, I did a review of literature on the relationship
between density and buoyancy. Next, I developed a statement
of purpose and hypothesis. I then put six cans of diet Coke
in a bucket of water, one at a time. I observed to see if
each can sank or floated. I repeated this process with six
cans of regular Coke. I recorded my results. I analyzed my
data. I then accepted or rejected my hypothesis. Next, I
wrote my summary and conclusion. I then wrote my
application. Finally, I published my work.
III. ANALYSIS OF DATA:
I found out that diet Coke floats and regular Coke sinks.
In all six of my trials, the diet Coke floated and the
regular Coke sank.
IV. SUMMARY AND CONCLUSION:
Each time the diet Coke, which is less dense, floated and
the regular Coke, which is more dense, sank. Therefore, I
accept my hypothesis which stated the regular Coke would
sink and the diet Coke would float.
V. APPLICATION:
If I were to build a boat, I would need to know the density
of the materials used so that I would have a boat that
floats and sails easily.
TITLE: Combustion and Carbon Dioxide
STUDENT RESEARCHER: Gretchen Hines
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to know if combustion will take place in the
presence of carbon dioxide. My hypothesis stated that
combustion will not take place in an atmosphere filled with
carbon dioxide.
II. METHODOLOGY:
First, I wrote my statement of purpose. After reading about
my topic I summarized my reading. Next, I developed my
hypothesis. I wrote a list of materials and drew a data
collection form. I began my experiment: I took a glass jar
and put two tablespoons of vinegar and one tablespoon of
baking soda in it in order to produce an atmosphere of
carbon dioxide. Then when the fizzing stopped I lit a
candle and slowly lowered the candle into the glass with a
pair of thongs. I waited to see if the candle went out or
continued to burn. I then recorded my observations on my
data collection form. My hypothesis was then accepted or
rejected. I wrote a summary and conclusion and applied my
findings to the real world.
III. ANALYSIS OF DATA:
In all three trials the candle went directly out when placed
in the carbon dioxide atmosphere inside the glass jar.
IV. SUMMARY AND CONCLUSION:
I learned that combustion will not take place in carbon
dioxide. Therefore, I accepted my hypothesis which stated
that combustion will not take place in the presence of
carbon dioxide.
V. APPLICATION:
Combustion will not take place in carbon dioxide. Knowing
this I could use carbon dioxide as a fire extinguisher.
MATH SECTION
TITLE: The Probability of Rolling Even or Odd
STUDENT RESEARCHER: Patricia Brightwell
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out if more odd or even numbers come up
when I roll the dice three hundred times. My hypothesis
stated that when I roll a pair of dice more odd numbers will
come up than even ones.
II. METHODOLOGY:
First, I did a review of literature. Next, I developed a
statement of purpose and hypothesis. I then rolled a pair
of dice 100 times and recorded the total number of odd and
even numbers appering on the dice. I repeated this process
twice. I analyzed my data. I wrote a summary and
conclusion. I then accepted or rejected my hypothesis.
Finally, I published my work.
III. ANALYSIS OF DATA:
I have found out that in my first trial there were
forty-eight odd and fifty-two even numbers. In my second
trial there were fifty-three odds and forty-seven evens
rolled. In my third trial there were fifty odd and fifty
even numbers. There is a total of 151 odds and 149 evens
with an average of fifty even numbers and fifty odd numbers
over the three trials.
IV. SUMMARY AND CONCLUSION:
The average number of times that even numbers were rolled
was fifty. For odd numbers, the average number of times
rolled was fifty. Therefore, I rejected my hypothesis which
stated that odd numbers would come up more often than even
numbers.
V. APPLICATION:
If I were playing a game of chance, I could chose even or
odd numbers and know that I have an equal chance of getting
either.
TITLE: The Pythagorean Theorem
STUDENT RESEARCHER: Jonathan Cain
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. Statement of Purpose and Hypothesis:
The purpose of this project is to find out if the
Pythagorean Theorem really works. Stated differently, if
you square the hypotenuse of a right triangle will it always
equal the sum of the square of the other two sides. My
hypothesis states that if you square the hypotenuse of a
right triangle, it equals the sum of the square of the other
two sides.
II. Methodology:
First, I wrote my Statement of Purpose, Hypothesis, Review
of Literature, Bibliography, and Data Collection Sheet.
Next, I measured and squared sides A, B, and C of a right
triangle and recorded that. Then I added the squares of
side A and B and added those values to find what the theorem
predicted the hypotenuse would be. Then I compared the
values for the hypotenuse, the one I measured and the one
the theorem predicted. I did this on four right triangles.
I recorded all my data. Then I completed the Analysis of
Data and wrote a Summary and Conclusion. Finally, I applied
what I learned to the real world.
III. Analysis Of Data:
I found out that the difference in what the Pythagorean
Theorem predicted and what I measured was very small. The
average difference between the measured and predicted values
of the four hypotenuses was less than 2 squared cm.
IV. Summary and Conclusion:
I found out that the average difference in what the
Pythagorean Theorem predicted and what I measured was very
slight. Therefore, I can accept my hypothesis which stated
that the square of side A plus the square of side B will
equal the square of the hypotenuse in all right triangles.
The difference was due to inaccurate measuring.
V. Application:
I found out that the Pythagorean Theorem really works. I
can now tell teachers that it is okay to teach it.
TITLE: The Pythagorean Theorem
STUDENT RESEARCHER: Paul S. Richard
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to find out if the Pythagorean Theorem is correct.
The Pythagorean Theorem states that square of the hypotenuse
of a right triangle equals the sum of the squares of the
other two sides. My hypothesis states that the Pythagorean
theorem is correct.
II. METHODOLOGY:
First, I stated my propose, reviewed my literature, and then
developed my hypothesis. Next, I measured 5 right
triangles, applied the Pythagorean Theorem to them on my
calculator by squaring side A and adding it to the square of
side B. Then I added the two values to get the size of the
hypotenuse predicted by the theorem. I then measured the
hypotenuse, square it, and compared this value to that
predicted by the theorem. Then I recorded my data on my
data collection form, analyzed it, wrote the summary and
conclusion, and accepted/rejected my hypothesis.
III. ANALYSIS OF DATA:
The difference between the measured hypotenuse and that
predicted by the Pythagorean Theorem for triangle 1 was 0.25
squared CM. The difference between those values for
triangle 2 was 1.02 squared CM. The difference for triangle
3 was 0.5 squared CM. The diferences for the 4th triangle
was 0.25 squared CM and the 5th was 0.82 squared CM. The
average difference was 0.4202 squared CM.
IV. SUMMARY AND CONCLUSION:
Since the average difference between the two values for all
five hypotenuses was so small, I will accept my hypothesis
which stated that the Pythagorean Theorem is true. The
small difference was probably due to the inaccuracy of my
measurements.
V. APPLICATION:
Now that I have found the Pythagorean theorem to be true, I
will allow my teacher to teach it.
SOCIAL STUDIES SECTION
TITLE: Student Attitudes About Baseball Cards
STUDENT RESEARCHER: Craig White
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHERS: John I. Swang, Ph.D.
Virginia Stone, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out if a majority of 6th grade students
actually collect baseball cards, and if they know much about
the price of baseball cards. My first hypothesis stated
that the majority of students do collect baseball cards. My
second hypothesis stated that the majority of students do
know a lot about the price of baseball cards.
II. METHODOLOGY:
First, I developed a statement of purpose. Then I wrote a
review of literature and two hypotheses. Then I developed a
questionnaire about baseball cards and handed one out to
each of 18 randomly picked student from each 6th grade
class. When all the questionnaires were returned I tallied
up all the responses, recorded them, and analyzed my data.
Then I wrote my summary and conclusion, accepted or rejected
my hypothesis, and applied what I learned to the real world.
Then I typed up my abstract for publication.
III. ANALYSIS OF DATA:
All 18 students responded to the questionnaires. A majority
of 12 said that they do not collect baseball cards.
Interestingly enough, 12 said that the majority of students
at M.M.S. do collect baseball cards. The majority of
students did not know that the Mickey Mantle rookie card is
worth $8,500. The majority of students did not know that
the Nolan Ryan rookie card is worth $1,500. The majority of
students did know that baseball cards were started in 1948.
Of the students that do collect baseball cards, three said
they collect them because it is fun, one said he collects
them because they are worth money, and one said he collects
them because they are fun and worth money.
IV. SUMMARY AND CONCLUSION:
The majority of students did not collect baseball cards and
did not know much about the price. Because of this I
rejected both of my hypotheses which stated that the
majority of students do collect baseball cards and do know a
lot about the price of the cards.
V. APPLICATION:
I could use this information to inform businesses so that
they know what kids think of and know about baseball cards.
TITLE: The Rodney King Verdict
STUDENT RESEARCHER: Craig Chapman
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to know what students at MMS think about the
Rodney King Verdict. My hypothesis states that at least 50%
of the sixth grade students at Mandeville Middle School will
know about the Rodney King Verdict.
II. METHODOLOGY:
First, I stated my purpose and reviewed the literature.
Second, I developed a hypothesis and questionnaire. Third,
I randomly picked twenty students from MMS. Fourth, I
administered my questionnaires. After I received them back,
I scored them. Sixth, I analyzed my data. Seventh, I made
a graph with the information I collected. Finally, I
summarized my project and stated my conclusion.
III. ANALYSIS OF DATA:
Seventeen students returned the questionnaire. Six said
that the Rodney King verdict was not fair. Fifteen
correctly knew that Rodney King was an African American.
Eight correctly knew that Rodney King had a criminal record.
Thirteen students heard about Rodney King from television,
four from the paper, two from the radio, and two from
friends talking. Fifteen students correctly knew Rodney
King was beaten by police. The majority of the students
disagreed with the statement "The riots in Los Angeles were
caused by the Rodney King Verdict." A great majority of the
students agreed that Rodney King did not deserve the beating
he received from the police. Thirteen people agreed that
the police should have been charged for their actions
against Rodney King.
IV. SUMMARY AND CONCLUSION:
I found that fewer students knew a lot more about the Rodney
King verdict than I anticipated. Therefore, I rejected my
hypothesis which stated that at least 50% would know a lot
about the Rodney King verdict.
V. APPLICATION:
Often students have opinions which are not based on facts.
I think students should be informed on what is going on in
the world. I would recommend that teachers at MMS study the
Rodney King case in social studies.
TITLE: Adoption
STUDENT RESEARCHER: Jacqueline Warden
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to know how much students know about adoption. My
hypothesis stated that the majority of students I survey
will correctly answer half of the questions about adoption
on my questionnaire.
II. METHODOLOGY:
First, I wrote my statement of purpose and hypothesis.
Next, I wrote my review of literature and questionnaire.
Then I did my random sample and administered my
questionnaires. After that I scored my questionnaires and
wrote my analysis of data. Finally, I wrote my summary and
conclusion and application.
III. ANALYSIS OF DATA:
The data collected produced the following results: Ten
students out of the sixteen who responded knew what foster
parents were, ten students knew that children usually stay
in an orphanage for about four years, ten students knew that
children don't have to go through a foster home before being
adopted, eight students knew being "given up" isn't the only
reason for adoption, five students knew someone adopted, and
three students knew the first orphanage was built in the
eighteenth century.
IV. SUMMARY AND CONCLUSION:
I found out that most of the students I surveyed knew a lot
about adoption. I accept my hypothesis which stated that
the majority of students I survey will correctly answer half
of the questions about adoption on my questionnaire.
V. APPLICATION:
I think I can use the information I collected to help inform
and change students feelings about adoption.
TITLE: The Colonization of Mars
STUDENT RESEARCHER: Nick Decker
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to know what the 6th grade students think about the
colonization of Mars. My hypothesis stated that 75% of the
students at MMS would want to go to Mars.
II. METHODOLOGY:
First, I wrote a statement of purpose. Second, I did a
review of literature. Third, I developed my hypothesis.
Fourth, I randomly selected 18 students to respond to my
questionnaire. Fifth, I passed out my questionnaires.
Sixth, I scored my questionnaires. Seventh, I analyzed the
data. Next, I wrote a summary and conclusion. Finally, I
applied my data to the world.
III. ANALYSIS OF DATA:
Of the 18 questionnaires I passed out, I received 16 back.
Fifteen students knew that Mars' surface is red. Thirteen
students knew water is non-existent on Mars. Nine students
knew Mars' temperature is extremely cold. A majority of the
students knew Mars had been explored by NASA. Nine students
did not know NASA can make it to Mars in less than a year.
Eleven students did not think that aliens lived on Mars
billions of years ago. Nine students agreed that NASA
should go to Mars. Seven students did not think that NASA
can afford the trip. Ten students said they would like to
go to Mars.
IV. SUMMARY AND CONCLUSION:
I found out that 70% of the students would like to go to
Mars. Therefore, I rejected my hypothesis which stated the
75% of the students would like to go to Mars.
V. APPLICATION:
Seventy percent of the students want to go to Mars. I will
write a letter to NASA telling them that many 6th grade
students at MMS want to go to Mars and that NASA should come
to our school and start training them now.
© 1993 John I. Swang, Ph.D.