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TABLE OF CONTENTS
Science Section:
1. The Effect of Moisture on Earthworms
2. How Music Affects Plant Growth
3. Comparing Acid Values of Liquids
4. The Relationship Between Taste, Smell, and Sight
5. Water Pollution and Plant Growth
Language Arts Section:
1. A Comparison of Giants in Literature
2. Spelling Abilities of Boys and Girls
Social Studies Section:
1. Student Opinions About Smoking
2. Student Awareness of Racism
3. Student Knowledge of Teenage Suicides
SCIENCE SECTION
TITLE: The Effect of Moisture 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 damp and dry conditions.
Our hypothesis stated that earthworms will like the damp area.
II. METHODOLOGY:
First, we took a flat box and placed wet paper towels in half of
it. We placed dry paper towels in the other half. Then we placed
the earthworms in the middle of the box and observed which side of
the box, the dry or damp, the worms went to during a three minute
period. We recorded our observations.
III. ANALYSIS OF DATA:
Fifty-one earthworms went to the damp side of the box, seven
stayed in the middle, and five went to the dry side.
IV. SUMMARY AND CONCLUSION:
The majority of earthworms went to the damp side of the box.
Therefore we accepted our hypothesis which stated that earthworms
will like the damp area.
TITLE: How Music Affects Plant Growth
STUDENT RESEARCHER: Matt Cohen
SCHOOL: Lakeridge School
Mercer Island, WA
GRADE: 4
TEACHER: Tarry Lindquist
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I wanted to determine the effects of playing rock music, classical
music, and talk radio on plant growth. My hypothesis stated that
plants listening to rock music would grow best.
II. METHODOLOGY
I took twenty seeds and planted five in each of four pots. They
had the same amount of soil and I watered them the same amount.
They also got the same amount of light. One pot was my control
pot and did not hear any music. The three other pots listened to
rock, classical, or talk radio for one half hour each day. I
recorded my data for twenty days. The things I recorded were when
the seeds sprouted, how many sprouted, and the height. I reviewed
my data to see if it agreed with my hypothesis and then wrote a
summary and conclusion.
III. ANALYSIS OF DATA
All the pots started to sprout on day four. The tallest plants
were from the pots that heard no music and the plants that
listened to rock music. The plants in those pots were about three
inches tall. All living plants had four leaves by the end of the
experiment. After day seventeen, talk radio's two plants died,
classical music had three of its four plants die, rock music had
one of its four plants die while the control group's plants were
all healthy.
IV. SUMMARY AND CONCLUSION
I concluded that my control pot which did not listen to any music
grew the best. Therefore, I rejected my hypothesis because the
plants that listened to rock music grew only the second best. My
conclusion is that music and talk on the radio negatively affects
plant growth.
TITLE: Comparing Acid Values
STUDENT RESEARCHER: Lauren Miller
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 the acid values of common household liquids.
My hypothesis states that vinegar will have the highest acidic
value.
II. METHODOLOGY:
First, I decided upon a topic. Next, I wrote my statement of
purpose, review of literature, and bibliography. After reviewing
my research, I developed a hypothesis. Then I gathered all the
materials required to test my hypothesis. Next, I cut two whole
cabbages into small pieces. I then boiled the pieces for the
allotted time of five minutes. I removed the pan from the stove
and let it stand for thirty to forty minutes. I then strained the
cabbage juice, leaving the pieces in the sauce pan. Next, I
poured some of the cabbage juice indicator into a small jar. Then
I added about two tablespoons of lemon juice and waited for the
result, then labeled the jar "lemon juice" and put it aside. I
continued this process for the other five liquids: bathroom
ammonia, vinegar, tap water, milk, and baking soda. Next, I put
them side by side and compared the acid levels by distinguishing
the color. The final resulting colors indicate the ph of the
liquid: red indicates that it is an acid, purple is a neutral,
blue is a weak alkali, and green being a strong alkali. I recorded
all my data. Next, I wrote my analysis of data, accepted or
rejected my hypothesis, and wrote the summary and conclusion.
Finally, I thought about my research and experiment and found a
way of applying it to the real world.
III. ANALYSIS OF DATA:
I discovered that milk and tap water were neutral, vinegar and
lemon juice were acids, bathroom ammonia was an alkali, and baking
soda was a weak alkali.
IV. SUMMARY AND CONCLUSION:
In this project I discovered that vinegar does have the highest
acid value. Therefore, I am able to accept my hypothesis which
stated that vinegar would have the highest acidic value.
V. APPLICATION
Now I know how to test liquids to find their acidic value. I will
be able to tell others how to repeat the testing for their own
personal research in the future.
TITLE: The Taste Test
STUDENT RESEARCHER: Meredith Mefford
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 people can tell what they are drinking
without seeing or smelling it. My hypothesis states that people
can tell what they are drinking without seeing or smelling it.
II. METHODOLOGY:
First, I stated my purpose, reviewed the literature, and developed
my hypothesis. Next, I gathered my materials. Then I chose four
people to test. I wrapped a blindfold around each person's eyes
and had them hold their nose. Next, I placed four drops of one of
the liquids (orange juice, grape juice, Coke, 7up, and water) on
the subject's tongue with an eyedropper. I then asked each
subject what they thought they were tasting and recorded it on my
data collection sheet. Next, I repeated those steps with the
other four liquids. I tested all four subjects in this way. I
then analyzed my data. Then I accepted or rejected my hypothesis.
Finally, I wrote my summary and conclusion, and application.
III. ANALYSIS OF DATA:
>From the four taste tests I did, four people guessed orange juice
correctly, four people guessed water correctly, three people
guessed grape juice correctly, but only one person guessed 7up
correctly, and only one person guessed Coke correctly.
IV. SUMMARY AND CONCLUSION:
The natural liquids were correctly identified. The artificial
drinks were not. Therefore, I rejected my hypothesis which stated
that people can tell what they are drinking without seeing or
smelling it. Coke and 7up were improperly identified in three out
of four cases with sight and smell blocked.
V. APPLICATION:
I can recommend to drink manufacturers to sell drinks in clear
bottles with artificial color and scent in their product.
TITLE: Water Pollution and Plant Growth
STUDENT RESEARCHER: Thomas Dyer
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 polluted water will affect plant growth in
any way. My hypothesis states that broccoli seeds watered with
polluted water will not grow as tall as the seeds watered with tap
water.
II. METHODOLOGY:
First, I wrote my statement of purpose, review of literature, and
hypothesis. Second, I wrote my list of materials and data
collection form. Next, I bought two pots and one pack of broccoli
seeds. Then I planted two seeds in each pot. After that I
watered one plant with tap water and the other one with polluted
water. I then observed each plant for germination date, height,
and amount of leaves for fourteen days. I recorded what I
observed. Last, I wrote my analysis of data, summary and
conclusion, and application.
III. ANALYSIS OF DATA:
There was no growth for the first five days. On the sixth day,
the seeds in the pot watered with tap water germinated. After
fourteen days, the broccoli sprouts were six and a half
centimeters tall in the pot watered with tap water. The seeds
watered with polluted water never germinated.
IV. SUMMARY AND CONCLUSION:
A comparison of seed growth in two identical pots watered with
clean and polluted water clearly showed the harm water pollution
has on plant growth. In conclusion, I accept my hypothesis which
stated that polluted water would greatly affect plant growth.
V. APPLICATION:
This experimental method can help people keep their plants alive
because gardeners can use the methodology to test a water source
on one plant before using it on the entire garden and ruining many
other plants in their garden.
LANGUAGE ARTS SECTION
TITLE: A Comparison of Giants in Literature
STUDENT RESEARCHERS: Jeff, Meagan, Michele, Melissa, Glen,
Donald, Lauren,
Thomas, Marissa, Robbie, and Taylor.
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
TEACHER: Vinny Carbone
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
The purpose of our research is to see if giants in literature are
good or evil. Our hypothesis states that giants in literature are
mostly evil.
II. METHODOLOGY:
We will read stories that have giants in them. We will look at
the characteristics of each giant and see if they are evil or
good. We read the following books: THE BFG by Roald Dahl, THE
GIANT'S APPRENTICE by Wetterer, THE GIANT WHO HAD NO HEART by
Allen, THOR AND THE GIANTS by Anita Feagles, and FIN M'COUL by
Tomie de Paula. We also read THE SELFISH GIANT, THOR AND HIS
HAMMER, JACK AND THE BEANSTALK, and THE COBLER AND THE GIANT.
III ANALYSIS OF DATA:
We made a list of the Giants and labeled them as either evil or
good.
THE GIANT'S APPRENTICE: The giant was evil.
THE GIANT WHO HAD NO HEART: The giant was evil.
THE SELFISH GIANT: The giant started out evil and later became
good.
THE COBLER AND THE GIANT: The giant was evil.
FIN M'COUL: Oonagh was good, Fin M'Coul was good, and Cucullin
was bad.
THOR AND HIS HAMMER: The giant was evil.
THE BFG: BFG was good, but the nine giants were evil.
JACK AND THE BEANSTALK: The wife was good, but the giant was
evil.
IV. SUMMARY AND CONCLUSION:
We accepted our hypothesis. Most of the giants found in
literature are evil.
V. APPLICATION:
If you ever meet a giant, don't go near him.
TITLE: Spelling Abilities Of Boys and Girls
STUDENT RESEARCHER: Shannon Floyd
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to find out who spells better, sixth grade boys or
sixth grade girls. My hypothesis states that the girls I survey
will spell better than the boys I survey.
II. METHODOLOGY:
First, I developed my statement of purpose, my review of
literature, and my hypothesis. Then I developed and gave out my
questionnaires to a randomly selected sample of students. I
picked them up and scored them on my data collection sheet. Next,
I wrote my summary and conclusion. Finally, I found out how my
research applied to the world around us.
III. ANALYSIS OF DATA:
After I completed scoring the 13 questionares that were returned,
I found that the boys had 53% of the spelling words correct. The
girls had 75% of the spelling words correct. Therefore, the girls
were overall better spellers than the boys.
IV. SUMMARY AND CONCLUSION:
The girls had a average of 75% of the spelling words correct and
the boys had an average of 53% of the spelling words correct.
Therefore, I accept my hypothesis which stated that girls would
spell better than the boys.
V. APPLICATION:
Since the girls had an overall higher percentage of the spelling
correct, I can predict that they will get higher scores on their
spelling tests.
SOCIAL STUDIES SECTION
TITLE: Student Opinion About Smoking
STUDENT RESEARCHER: Kevin Esvalt
SCHOOL: Lakeridge Elementary
Mercer Island, WA
TEACHER: Tarry Lindquist
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I wanted to find out what the students in Mrs. Linquist's class
thought about smoking. I wanted to find out what they thought we
should do about it. My first hypothesis stated that the majority
of students would think that smoking should be banned in
restaurants, malls, office buildings, etc., and smoking in a car
with children should be illegal. My second hypothesis stated that
the majority would think that nonsmoking prisoners in jail should
get nonsmoking cells. My third hypothesis stated that the
majority of students would think that the best way to stop kids
from smoking would be to show them what happens to a smoker.
II. METHODOLOGY
To do my project, I made questionnaires and asked a total of 20
students in Mrs. Lindquist's 4th and 5th grade classes to complete
them. Then I analyzed the data.
III. ANALYSIS OF DATA
The majority of the students thought that smoking in a car with
children should be illegal, and that smoking should be banned in
office building, restaurants, shopping malls, and hotels/motels.
The majority thought that smoking should be allowed in outdoor
stadiums and that the best way to stop kids from smoking would be
to show them what happens to a smoker. They also thought that
nonsmoking prisoners in jail should get nonsmoking cells.
IV. SUMMARY AND CONCLUSION
The majority of the students thought that smoking should be banned
in office building, restaurants, shopping malls, hotels/motels,
and jails. Therefore, I accepted my first two hypotheses. I also
accepted my third hypothesis which stated that the majority of
students would think that the best way to stop kids from smoking
would be to show them what happens to a smoker.
TITLE: Student Awareness of Racism
STUDENT RESEARCHER: Leslie Martino
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 sixth grade students at MMS are aware of
racism. My hypothesis states that the majority of the sixth grade
students at MMS are not aware of racism.
II. METHODOLOGY:
First, I did my statement of purpose, review of literature,
bibliography, and hypothesis. Then I wrote a questionnaire on
racism. Next, I gave my questionnaires to the sixth grade
students that were picked in a random sample. Then I administered
and scored my questionnaires. Lastly, I did my analysis of data,
summary and conclusion, and an application.
III. ANALYSIS OF DATA:
I sent out 18 questionnaires and 15 were returned. A majority of
eight students knew someone who was prejudiced against other
races. Seven students didn't. A majority of twelve students
thought it was wrong to be against other races. A majority of
twelve students thought all races are equal. A majority of eight
students have concerns about racism. Seven students have no
concerns. A majority of fourteen students thought that Jews,
Blacks, Asians, Hispanics, and Whites don't live peacefully
together in America. A majority of twelve students thought racism
was a big problem in America today. A majority of thirteen
students thought racism isn't a big problem in Mandeville today.
A majority of twelve students thought America is a multi-racial
society. A majority of ten students didn't think multi-racial
families were okay.
IV. SUMMARY AND CONCLUSION:
I found out that the majority of the sixth grade students are
aware of racism at a national level, but are not aware of racism
in Mandeville. Therefore, I reject my hypothesis which stated
that the majority of the sixth grade students at MMS are not aware
of racism.
V. APPLICATION:
I can apply my research findings to the real world by using it to
tell teachers to teach more about racism in our community. They
could also teach more multi-cultural themes in class.
TITLE: Student Knowledge of Teenage Suicides
STUDENT RESEARCHER: Emily Robertson
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Gina Stone, Med.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to know how sixth grade students at MMS feel about teenage
suicide and what they know about this subject. My hypothesis
states that the sixth grade students at MMS will know a little
about teen suicide, but will all have very
different thoughts and opinions about this.
II. METHODOLOGY:
First, I wrote my statement of purpose, reviewed the literature,
and stated my hypothesis. Next, I developed a questionnaire to
find out how sixth grade students at MMS felt about teenage
suicide. I randomly selected eighteen students from the sixth
grade. I administered the questionnaires to the students. Then I
collected and analyzed my data and accepted or rejected my
hypothesis. Finally, I wrote my summary and conclusion.
III. ANALYSIS OF DATA
Most students have not thought about the subject of teenage
suicide, but two students have. Most students correctly answered
that 5,000-6,000 suicides were committed each year. Only one, out
of the ten students whose questionnaires were returned, disagreed
that the loss of a friend or relative might cause someone to
commit suicide. Only three students of the ten disagreed that
parents separation was sometimes a reason for teens to kill
themselves. All ten students knew that teens committed suicide
because of depression. Most students had an idea about other
reasons for suicide. The majority of the students would tell a
friend that was thinking of suicide to get help and they would be
there for them.
IV. SUMMARY AND CONCLUSION
Most students had the same thoughts and opinions about teenage
suicide. Everyone knew a little about it. I rejected my
hypothesis that stated that every student I surveyed would have
different ideas about teenage suicide.
V. APPLICATION
Anyone interested in this topic should read about it. I learned a
lot about teenage suicide after reading and writing about it.
© 1993 John I. Swang, Ph.D.