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TABLE OF CONTENTS
Science Section:
1. The Effects of Light on Earthworms
2. The Prevention of Corrosion
3. Lifting Power of Different LEGO Machines
4. An Effect of Gravity on Falling Objects
5. The Effects of Pollution on Plant Growth
Language Arts Section:
1. Who Has the Broader Vocabulary? Boys or Girls
2. Students Knowledge of Quotes and Proverbs
Social Studies Section:
1. What People Would Actually Be Willing To Do To Save
the Rain Forests
2. Student Knowledge of Malcolm X
SCIENCE SECTION
TITLE: The Effect of Light on Earthworms
STUDENT RESEARCHERS: Ernesto Campos, Monica Hernandez, Maria
Oconitrillo, David Barrantes, Rocio Solano,
Maurice Wager, Barbara Rodriquez, Rosalyn
Vargas, Esteban Deuoto, Roberta Tederspiel,
Juan Sanchez, Laura Calderon, Joan Dobles
SCHOOL: Lincoln School
San Jose, Costa Rica
GRADE: 2
TEACHER: Elizabeth Taylor
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to know how earthworms react to light and darkness. Our
hypothesis stated that the earthworms will like the dark and stay
there.
II. METHODOLOGY:
First, we took an open flat box and covered 1/2 of the top of it
to create a dark side. The other part of the box was left open
and light. Then we covered the bottom of the box with paper
towels. Next, we placed an earthworm in the middle of the box.
Then we observed which side of the box, the light or dark, the
worm went to during a three minute period. We recorded our
observations.
III. ANALYSIS OF DATA:
Twenty-six of our worms went to the dark side and twelve of them
went to the light side of the box.
IV. SUMMARY AND CONCLUSION:
The majority of our earthworms preferred the dark side. Therefore
we accepted our hypothesis which stated that the earthworms will
like the dark and stay there.
TITLE: Preventing Corrosion by Coating Nails
STUDENT RESEARCHER: Matthew Mormino
SCHOOL: Lakeridge Elementary
Mercer Island, Washington
GRADE: 4
TEACHER: Tarry Lindquist
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I wanted to see if coating nails with various coatings would stop
corrosion. My hypothesis stated that there would be different
degrees of rust with various coatings.
II. METHODOLOGY
To do my project, I took six nails of the exact same size and
coated them with nail polish, Vaseline, paint, WD-40, and white
out. I left one bare. I put the nails in water for 25 days and
observed them every other day.
III. ANALYSIS OF DATA
The bare nail started to rust first on day 7. On day 10, the nail
covered with white out and the nail coated with WD-40 started to
rust. On day 14, the nail covered with Vaseline and nail polish
started to rust. The nail covered with paint started to rust last
on day 17. By the end of my experiment all the nails had at least
a little rust on them. The nail that was bare had the most rust
at the end of the experiment and the nail covered with paint had
the least.
IV. SUMMARY AND CONCLUSION
At the end of the experiment all the nails had at least a little
rust. The nail that was bare had the most rust. The nail covered
with paint had the least amount of rust. Coating nails with
different materials slowed down rusting, but did not prevent it.
I accepted my hypothesis.
TITLE: What Can Lift More?
STUDENT RESEARCHERS: Tim Dolan
Shawna Sharleville
SCHOOL: Dawson Elementary School
Holden, Massachusetts
GRADE: 5
TEACHER: Wayne Boisselle, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS
We were curious about which of four LEGO Dacta Machines; the
modified conveyer belt, the simple winch, the multi-geared winch,
or the crane, could lift the greatest amount of weight. Based on
the gearing of the crane, our hypothesis stated that the crane
would lift the most.
II. METHODOLOGY
First, we wrote our statement of purpose, reviewed the literature,
and made a hypothesis. Then we built one machine at a time, using
the LEGO Dacta Technic II set, and started our observations. We
added 50 grams for each trial. The machine had to lift the weight
three centimeters in order to be successful. After each machine
lifted its total weight and we had our results, we analyzed the
data. We then accepted or rejected our hypothesis.
III. ANALYSIS OF DATA
We started out with 50 grams for each machine. If the machine
stared to have trouble, we added less than 50 grams. If it had no
trouble at all, we added more than 50 grams. We did this because
it would take forever adding 50 grams at a time. The modified
conveyer belt lifted 375 grams, the simple winch lifted 620
grams, the multi-geared winch lifted 1,200 grams, and the crane
lifted 2,250 grams.
IV. SUMMARY AND CONCLUSION
The LEGO Dacta Machines with the most gears were able to lift the
greatest amount of weight. Since the crane had the most gears, it
lifted the most weight. Therefore we accepted our hypothesis
which stated that the crane would lift the most weight.
V. APPLICATION
If someone was going to lift a lot of weight, we would tell them
to use some kind of crane with lots of gears.
TITLE: An Effect of Gravity on Falling Objects
STUDENT RESEARCHER: Richard Kaufmann
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 4
TEACHER: John I. Swang, Ph.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to know more about gravity's effect on falling objects. I
would like to know if a heavier object falls faster than a lighter
object or would both objects fall at the same speed? My
hypothesis states that a heavy object and a light object of the
same size and shape will hit the ground at the same time when both
are dropped from the same height at the same time.
II. METHODOLOGY:
First, I will write my statement of purpose, conduct a review of
the literature, and develop my hypothesis. I will then get two
cans of condensed milk that are the same size, but different
weights. One can will be full and heavy. The other can will be
empty and light. Both cans will be the same size and shape. Then
my dad will get up on a chair and drop both cans at the same time
from the same height. I will watch to see which can hits the
ground first. Then I will record my observations on my data
collection sheet. Next, I will conduct an analysis of my data.
Finally, I will accept or reject my hypothesis and write my
summary and conclusion.
III. ANALYSIS OF DATA:
My dad dropped the heavy and light cans from the same height at
the same time. I observed that both cans hit the ground at the
same time each time my dad dropped them.
IV. SUMMARY AND CONCLUSION:
Both cans hit the ground at the same time. Gravity is pulling
harder on the heavy can so that both cans are falling at the same
speed. Therefore, I accept my hypothesis which stated that both
cans will hit the ground at the same time.
V. APPLICATION:
If I drop a heavy bag of groceries and a light bag of groceries at
the same time while helping my mom unload the car, I will know to
get both of my feet out of the way cause the bags are going to hit
the ground at the same time.
TITLE: The Effect of Pollution on Plant Growth
STUDENT RESEARCHER: Eric Oldfield
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out how polluted water affects plant growth. My
hypothesis stated that every plant watered with polluted water
would die and only the plants watered with clean water would live.
II. METHODOLOGY:
First, I wrote a statement of purpose, reviewed the literature,
and developed a hypothesis. I then wrote a methodology and listed
my materials. Next, I made a data collection form and began my
experiment. I put the same amount of potting soil in six large
plastic cups and planted one teaspoon of grass seeds in each of
them. Each cup also got the same amount of sunlight and tap water
for the first five days. After all the seeds sprouted, I started
polluting the experimental plants. The first five cups of grass
seeds were polluted with different things: salt, vinegar (acid),
petroleum, detergent (phosphates), and fertilizer. The last one,
my control, was watered with clean water for the entire ten days
of my experiment. For five days more I polluted the grass and
recorded my data. I wrote an analysis of data and accepted or
rejected my hypothesis. Last, I wrote my summary and conclusions
and application.
III. ANALYSIS OF DATA:
The control plants grew throughout the entire experiment and
reached an average height of sixteen centimeters. The oil
polluted plants grew only slightly and showed signs of dying. The
grass polluted with fertilizer shriveled, but didn't die. The
salt polluted plants fell down and were just about dead at the
end of the study. The phosphate polluted plants wilted badly and
died. The vinegar polluted plants were the worst, turning brown
and dying very quickly.
IV. SUMMARY AND CONCLUSION:
Every pollutant affected the growth of the plants in a negative
way. Therefore, I accept my hypothesis which stated that only the
clean water plants would live.
V. APPLICATION:
I can apply the information I gathered by showing other people how
bad pollution can be to the environment and telling them to help
stop pollution.
LANGUAGE ARTS SECTION
TITLE: Who Has The Broader Vocabulary? Boys or Girls.
STUDENT RESEARCHER: Amanda Drewes
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 sixth grade girls or boys have a broader
vocabulary. My hypothesis states that boys' vocabulary will be
broader than girls'.
II. METHODOLOGY:
First, I will write a statement of purpose, review of literature,
and hypothesis. I will then develop a questionnaire with a list
of words and a list of definitions. The questionnaire will ask
the students to match the definitions with the correct words. I
will distribute 20 copies of the questionnaires to randomly chosen
students in the sixth grade. Ten will be given to girls and ten
will be given to boys. I will give the students one day to
complete the questionnaire and I'll collect them. I will then
find the average amount of correct answers among the girls'
questionnaires and the average amount of correct answers among the
boys' questionnaires. Next, I will compare the answers to know
who has the broader vocabulary. Lastly, I'll write my summary and
conclusion and apply my findings to the real world.
III. ANALYSIS OF DATA:
After scoring the thirteen questionnaires that were returned, I
found that the percent of correct answers given by girls was 47%.
The percent of correct answers given by boys was 44%. Therefore,
girls had an overall broader vocabulary. The four words: mirage,
grope, kumquat, and wince were the words that a larger percent of
the boys got correct. The girls had a larger percent for the
remaining six words, which gave them the overall broader
vocabulary.
IV. SUMMARY AND CONCLUSION:
The girls had an overall broader vocabulary. Therefore, I reject
my hypothesis which stated that the boys would have a broader
vocabulary.
V. APPLICATION:
If I was teaching boys and girls, I would know to work on
vocabulary more with the boys to increase their level of skills in
this area.
TITLE: Student Knowledge of Quotes and Proverbs
STUDENT RESEARCHER: Paul 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 sixth grade students at Mandeville Middle
School can fill in ten famous quotes and proverbs. My hypothesis
states that the students will be able to correctly fill in 75% of
the quotes and proverbs on my questionnaire.
II. METHODOLOGY:
First, I stated my purpose, reviewed my literature, and developed
my hypothesis. Then I made my questionnaires, administered them,
and scored the responses. Next, I analyzed my data. Lastly, I
accepted/rejected my hypothesis, wrote my summary and conclusion,
and applied my findings to the world.
III. ANALYSIS OF DATA:
Of the 18 questionnaires I distributed, I received 16 back. Two
students correctly filled in "A stitch in time saves nine." One
student correctly filled in "A soft answer turneth away wrath."
Eleven students were able to fill in "A penny saved is a penny
earned." Twelve students correctly answered "The early bird
catches the worm." One student correctly answered "Strike while
the iron is hot." One student answered "Charity begins at home."
Four students knew "Give me liberty, or give me death." One
student knew "Spare the rod and spoil the child." No-one could
correctly fill in "An ounce of prevention is worth a pound of
cure."
IV. SUMMARY AND CONCLUSION:
Twenty-three percent of the responses to my questionnaires were
correct. Therefore, I rejected my hypothesis which stated that
75% of the responses would be correct.
V. APPLICATION:
Now that I know that most students can't fill in famous quotes and
proverbs, I will tell teachers that they need to teach quotes and
proverbs more.
Social Studies Section
TITLE: North Stratfield School's Favorite Foods
STUDENT RESEARCHERS: Class
SCHOOL: North Stratfield School
Fairfield, Conn.
GRADE: 4
TEACHER: Vinny Carbone, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to find out what is the most popular food at our school.
Our hypothesis states that pizza will be the most popular food.
II. METHODOLOGY:
We will go to each classroom and read a list of foods which our
class thinks will be the most popular foods. The students and
staff will have to pick their favorite food from the list.
III. ANALYSIS OF DATA:
FOOD MALE (N=142) FEMALE (N=179) TOTAL
(N=321)
Pizza 72 68 140
Calzone 18 26 44
Chicken Nuggets 15 29 44
Taco 12 26 38
Hot dog 13 21 34
Spaghetti 6 8 14
Hamburger 6 1 7
IV. SUMMARY AND CONCLUSION:
More students liked pizza than any other food item. Our
hypothesis stated that pizza would be the most popular food. We
accepted our hypothesis.
V. APPLICATION:
1. Tell the kitchen staff that we would like pizza more often
and hamburgers less.
2. The staff can also better estimate how much food to buy
and cook.
TITLE: What People Would Actually be Willing to do to Save the
Rain Forest
STUDENT RESEARCHER: Peter Hisken
SCHOOL: Lakeridge Elementary
Mercer Island, WA
GRADE: 4
TEACHER: Tarry Lindquist
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I wanted to find out what people would actually do to save the
rain forest. My hypothesis stated that people would be willing to
do a lot to save the rain forests around the world.
II. METHODOLOGY
My methodology was to develop a survey and give it to average
people at a QFC Supermarket and to my family. The total number of
people I surveyed was twenty-five. Then I analyzed the data to
see if I accepted or rejected my hypothesis.
III. ANALYSIS OF DATA
The survey made people actually say what they would do to save the
rain forest. First, all twenty-five people thought it was
important to save the rain forest. The thing that the most people
were willing to do was write their Congressman (22 out of 25).
The next most popular thing to do was have a ban on exotic woods
(20 out of 25). The thing people were least willing to do was go
to the rainforest and work (9 of 25). Many people did not want to
go because they had families and jobs here. It was interesting
that nineteen out of twenty-five people were willing to donate
money. The average amount mentioned was about $25 per year.
IV. SUMMARY AND CONCLUSION
My hypothesis was that people were willing to do a lot to save the
rain forest. I accept my hypothesis because out of 200 possible
answers to the survey questions, 148 were yes. I think that is a
very strong response. People were actually willing to do
something. The four things people were most willing to do were
write their Congressmen, ban exotic woods, donate money, and
boycott products.
TITLE: Student Knowledge of Malcolm X
STUDENT RESEARCHER: Justin Fehr
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to know how much the sixth grade students at M.M.S. know
about Malcolm X. He was a significant leader in the early Civil
Rights movement. My hypothesis states that at least 50% of the
responses to my questionnaire would be correct.
II. METHODOLOGY:
First, I wrote a statement of purpose and hypothesis. Then I
reviewed the literature on Malcolm X. Next, I developed a
questionnaire and randomly chose 18 students from the sixth grade
at M.M.S. Afterwards, I handed the questionnaires out, scored
them when they were returned, and recorded the data. Then I
conducted the analysis of data and wrote the summary and
conclusion. Finally, I applied my results to the real world.
III. ANALYSIS OF DATA:
The data collected produced the following results: The majority
of 12 students knew that Malcolm X wanted blacks and whites to be
equal. Fifteen students correctly knew that Malcolm X was
assassinated. Eleven of sixteen students correctly stated that
the X symbolized his lost, true, African family name which was
Little. Half of the students knew that Malcolm X was a Muslim.
Eleven students knew that he died on February 24, 1965. Only four
students knew that Malcolm X founded the newspaper Muhammad
Speaks. Five students correctly knew that his high school wanted
him to be a carpenter instead of a lawyer. Half the students knew
that he went to jail for burglary.
IV. SUMMARY AND CONCLUSION:
Fifty-eight percent of the responses to questions of my
questionnaire were correct. Therefore, I accept my hypothesis
which stated that at least 50% of the responses to my
questionnaire would be correct.
V. APPLICATION:
I could use this information to help MMS develop a multi-cultural
curriculum from which to teach students about the history and
great leaders of other cultures in the United States.
© 1993 John I. Swang, Ph.D.