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TABLE OF CONTENTS
Science Section:
Chromatographic Analysis of Colored Ink
How Well Do Students Remember Written and Visual Information
The pH Level of Fairfield, Connecticut's Lakes, Streams, and
Rivers
The Greenhouse Effect
Acid Rain and Plant Seed Germination
The Speed of Different CAPSELA Machines
Social Studies Section:
Student Opinions About the Women's Rights Movement
Student Awareness of the Ozone Problem
Student Attitudes About Gun Control
Knowledge of Anorexia Among the Young Female
Student Knowledge of A.I.D.S.
Student Knowledge of Breast Cancer
SCIENCE SECTION
TITLE: Chromatographic Analysis of Colored Ink
STUDENT RESEARCHER: Matthew Kuzio
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 if the colored ink in a felt-tip marker is
really a mixture of colors. My hypothesis stated that the
individual colors of the markers are really made up of mixture of
different colors.
II. METHODOLOGY:
First, I wrote my statement of purpose, reviewed the literature,
and developed my hypothesis. I then wrote my methodology, a list
of materials, and made a data collection form. Next, I cut four
strips of coffee filter. Then I drew a large dot with four color
felt-tip markers near the bottom of each strip. I used black,
purple, green, and blue. I pushed a pencil through the top of
each strip of paper. Then I put the bottom of the paper into some
water in a glass. As the paper strips absorbed water, I observed
the color marks on the strips for any separation of colors. I
repeated this procedure again. I then recorded my observations.
I wrote my analysis of data and my summary and conclusion. I then
accepted or rejected my hypothesis. Finally, I applied it to the
real world.
III. ANALYSIS OF DATA:
My observations were that black separated into yellow, orange, and
blue. Blue separated into purple and turquoise. Green separated
into blue and yellow. Purple separated into purple and red.
IV. SUMMARY AND CONCLUSION:
Each color separated into a least two colors. Therefore, I accept
my hypothesis which stated that the individual colors of the
markers are really made up of a mixture of different colors.
V. APPLICATION
Knowing how a color separates, a person could use water colors to
paint a beautiful picture. Also, if a person did not have a
particular color, such as green, he could make that color by
mixing blue and yellow.
TITLE: How Well Do Students Remember Written and Visual
Information
STUDENT RESEARCHERS: April Siebrandt and Katie Harr
SCHOOL: St. Patrick's School
McCook, Nebraska
GRADE: 8
TEACHER: Karrie Rowan
I. STATEMENT OF PURPOSE AND HYPOTHESIS
The purpose of our project was to determine what percentage of
visual and written information people will remember over a period
of one day. Our first hypothesis stated that students will
remember 50% - 70% of the total written data. Our second
hypothesis stated that students will remember 30% - 50% of the
total visual data.
II. METHODOLOGY
We selected 6 girls and 6 boys from the 8th grade. We prepared a
paragraph about birds and a picture of a bouquet of flowers. The
students read the paragraph and observed the picture for as long
as needed. A day later, we asked them 10 questions about both the
picture and the paragraph. We computed an average for the number
of correct answers to our questions.
III. ANALYSIS OF DATA
An analysis of the scores showed that students remembered 55% of
the total written data and 65% of the total visual data. We also
found that the girls remembered more than the boys.
IV. SUMMARY AND CONCLUSION
Students remembered the hypothesized amount of written data, but
more than the hypothesized amount of visual data. We accepted our
first hypothesis which stated that students will remember 50% -
70% of the total written data. We rejected our second hypothesis
which stated that students will remember 30% - 50% of the total
visual data.
V. APPLICATION
The information gained from our study can be used to formulate new
textbooks to help students remember more of what they study.
Textbooks should have more visual aids.
TITLE: The pH Level of Our Town's Lakes, Streams, and Rivers
STUDENT RESEARCHERS: Steven Kinsley, Louis Gubitosi, and David
Lupo
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
TEACHER: Mr. V. Carbone, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to find out if the pH level in our town's lakes, streams
and rivers changes from week to week. Our hypothesis states that
the pH level in our town's lakes, streams, and rivers will change
from week to week.
II. METHODOLOGY:
To test our hypothesis, we got our supplies: jars, pH paper, and
water samples. We collected our water samples from six different
bodies of water. We did this for three weeks. We recorded our
data on the data collection sheet below and then analyzed it.
III. ANALYSIS OF DATA:
pH Chart
Week 1 Week 2 Week 3
Lake Mohegan 6 7 8
Mill River 5 6 5
Owen Fish Pond 5 7 5
Gould Manor 6 4 5
Lake 4 5 5 -
Lake 6 6 6 -
Samples were not collected from Lake 4 and Lake 6 during Week 3.
IV. SUMMARY AND CONCLUSION:
We accepted our hypothesis. We predicted that the pH level would
change from week to week and it did. This was true expect for
Lake 4 and Lake 6. Also, we think we had some errors in testing
Mohegan Lake because the other lakes were acidic and Mohegan
became basic.
V. APPLICATION:
To lower the acidity in lakes, streams, and rivers, we should try
hard to stop polluting the air which can cause acid rain.
TITLE: The Greenhouse Effect
STUDENT RESEARCHERS: Nikki Decker, Missy Naft, and Jaclyn
Antzoulis
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
TEACHER: Mr. V. Carbone, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to know more about the greenhouse effect. We will build
two models of the earth's atmosphere to demonstrate the greenhouse
effect. We will measure the temperature inside two models of the
earth's atmosphere. One model will not have Saran Wrap and the
other model will have Saran Wrap to trap heat inside much like
carbon dioxide does. Our hypothesis states that the model with
the Saran Wrap will be warmer.
II. METHODOLOGY:
First, we gathered the materials we needed for the experiment: 1)
Two 2-liter bottles, 2) two thermometers, 3) Saran Wrap, and 4) a
heat lamp. For our experiment, we will cut the tops off the two
2-liter bottles. We will tape athermometer inside each bottle.
We will cover the top of one bottle with Saran Wrap. This will
represent the greenhouse gases which trap the heat in our
atmosphere. We will place the two bottles by the lamp
representing the sun. We will observe and record the temperatures
every five minutes on our data collection sheet.
III. ANALYSIS OF DATA:
Bottle number one was the coolest out of the two bottles. It did
not have the Saran Wrap covering it. Bottle number two was the
warmest. It had the Saran Wrap covering it.
Data Collection Chart
0 minutes 5 min. 10 min. 15 min. 20 min. 25 min.
#1 (22 C) #1(26 C) #1(27 C) #1(28 C) #1(28 C) #1(28 C)
#2 (22 C) #2(27 C) #2(28 C) #2(29 C) #2(30 C) #2(32 C)
IV. SUMMARY AND CONCLUSION:
We accepted our hypothesis which stated that the model with the
Saran Wrap will be warmer. The Saran Wrap on top of the model
acted like carbon dioxide and trapped heat and produced a
greenhouse effect. It was at least one degree warmer than the
bottle without the Saran Wrap.
V. APPLICATION:
This experiment helped us understand what the greenhouse effect
does to our climate. From our research, we found out that we need
to stop polluting the air or we will change our climate forever.
This means that the atmospheric temperature will rise, the polar
ice-caps will melt, and sea level will rise.
It is important that we plant more trees which will recycle carbon
dioxide. We can also help by limiting all our behaviors that burn
fossil fuels and produce greenhouse gases.
TITLE: Acid Rain and Plant Seeds
STUDENT RESEARCHERS: Matt Wermes and Robert Roskowski
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
TEACHER: Mr. V. Carbone, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We are going to find out how acid rain affects the growth of plant
seeds. Our first hypothesis states that spring water will make
the plants grow the best. Our second hypothesis states that the
plant seeds given a mixture of water and vinegar will not grow as
well. Our third hypothesis states that the plant seeds given 100%
vinegar will not grow at all.
II. METHODOLOGY:
We will test a number of different types of plant seeds: radish,
pumpkin, and sunflower. Each type will be planted and watered
with different acid concentrations. The concentrations include:
100% spring water; 100% tap water; 75% tap water and 25% vinegar;
50% tap water and 50% vinegar; 25% tap water and 75% vinegar; and
finally 100% vinegar. We will test for three weeks.
III. ANALYSIS OF DATA:
The radish seeds watered with spring water grew the best. All the
other radish seeds never sprouted. All the pumpkin seeds sprouted
and grew, but the 100% vinegar plant did not grow well. The
sunflower seeds watered with 100% spring water and 100% tap water
sprouted and grew the best. The seeds watered with vinegar did
not grow at all. They just got moldy. The plant watered with
100% tap water was mishandled in the second week.
IV. SUMMARY AND CONCLUSION:
All our hypotheses were accepted. The plants watered with spring
water grew the best. The plant seeds given a mixture of water and
vinegar did not grow as well. The plant seeds given 100% vinegar
did not grow at all except for the pumpkin seeds.
V. APPLICATION:
Plants do not grow well with acid rain. We should reduce air
pollution which can cause acid rain.
TITLE: Speed In Capsela
STUDENT RESEARCHERS: David Fry and Brian Elolampi
SCHOOL: Dawson Elementary School
Holden, Massachusetts
GRADE: 5
TEACHER: Wayne Boisselle, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to know how fast three different Capsela machines of our
own design could go over a distance of fifteen feet. One machine
was a four wheeled, single engine and double geared "tractor".
Another machine was a four wheeled, fan propelled, single engine
"car". The last machine was a four wheel, single engine, switch
box "truck". Our hypothesis states that the "tractor" will go
the fastest.
II. METHODOLOGY:
First, we wrote our statement of purpose, reviewed the literature,
and developed a hypothesis. Then we built one machine at a time
using the Capsela set and started our observations. We ran each
machine 3 times over a 15 foot distance. After each machine had
run its three trials, we recorded our observations and analyzed
our data. We then accepted or rejected our hypothesis, wrote a
summary and conclusion, and applied our findings to the real
world.
III. ANALYSIS OF DATA:
The "tractor" ran the 15 foot distance in a average time of 1:21
minutes. The "truck" finished in a average of 8 seconds. The car
finished in a average of 12 seconds.
IV. SUMMARY AND CONCLUSION:
The "truck" came in first, the "car" came in second, and the
"tractor" came in third. Therefore, we rejected our hypothesis
that stated the "tractor" would go the fastest.
V. APPLICATION:
If someone was going to build a machine for speed, we would
recommend using gear combinations with fewer gears.
SOCIAL STUDIES SECTION
TITLE: Student Opinions About the Women's Rights Movement
STUDENT RESEARCHER: Shannon Floyd
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
TEACHER: John I. Swang, PH.D.
GRADE: 6
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to find out what student think about women's rights.
I'm going to compare the girl's opinions to the boy's opinions.
My first hypothesis states that 100% of the girls I survey will
think that women should have the same opportunities as the men.
My second hypothesis states that 50% of the boys will say that
women shouldn't have equal opportunities. My third hypothesis
states that 90% of the girls will think that women are capable of
preforming the same tasks as men. My fourth hypothesis states
that 60% of the boys will think that the women can't preform the
same tasks men can.
II. METHODOLOGY:
First, I wrote my statement of purpose, my review of literature,
and my hypothesis. Then I developed a questionnaire asking
questions about women's rights. I randomly chose eighteen
students to distribute them to. After one day, I collected my
questionnaires and recorded my results.
III. ANALYSIS OF DATA:
After scoring the 15 questionnaires that were returned, 8 from
boys and 7 from girls, I found that a majority of 7 girls and 7
boys thought that women should have the same rights as mem. A
majority of 5 girls thought that women were capable of equally
preforming the same tasks as men. A majority of 6 boys thought
that women couldn't preform equal tasks as well as men. A
majority of 4 girls thought that women are discriminated against
and a majority of 7 boys thought that women aren't. A majority of
5 girls and 6 boys thought that women should be drafted. A
majority of 7 girls thought that a woman's ideal place would not
be cooking and cleaning in the home and a majority of 5 boys said
that it would. A majority of 4 girls thought that their mothers
supported the women's rights movement and half of the boys moms
did. Half of the girls fathers supported the women's rights
movement and half of the boys fathers supported the women's rights
movement. A majority of 6 girls and 5 boys thought that women
should be able to fight in combat. A majority of 5 girls and 7
boys thought that women were over-reacting to this situation.
IV. SUMMARY AND CONCLUSION:
I accepted my first hypothesis which states that 100% of the girls
I survey will think that women should have the same opportunities
as men. I rejected my second hypothesis which stated that 50% of
the boys will think that women should have the same opportunities
as men because 87% of the boys thought that they should. I also
rejected my third hypothesis which stated that 90% of the girls
would think that women are capable of equally preforming the same
tasks as men, because only 70% of them did. Finally, I rejected
my fourth hypothesis which stated that 60% of the boys would think
that women can't preform tasks equal as men because 75% of them
thought that women can't.
V. APPLICATION:
I can apply my research to the world by telling teachers that they
need to teach the importance of equality between sexes.
TITLE: The Ozone Problem
STUDENT RESEARCHERS: Jeremy Barbaresi, Jeremy Yarsin, and John-
Ryan Walker
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
TEACHER: Mr. V. Carbone
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to find out if students are aware of the ozone problem
and its causes. Our first hypothesis stated that most of the
students we survey will know that it affects their eyes and skin.
Our second hypothesis stated that the majority will know that the
ozone hole is making the earth hotter. Our third hypothesis
stated that the majority will know that the ozone is a gas.
II. METHODOLOGY:
We researched our topic first and then made a questionnaire. We
gave our questionnaire to 25 students. We then analyzed the
results to see what students knew about the ozone problem.
Questions we used: 1) Are you aware of the ozone problem? 2) Do
you think there is a way to stop the ozone problem? If yes, what
are some possible solutions? 3) In what way does the ozone hole
affect us? 4) What could cause ozone to disappear? 5) What do
you think the ozone is made of? 6) What is the difference between
good and bad ozone? 7) Where are the ozone holes located?
III. ANALYSIS OF DATA:
All the students we surveyed were aware of the problem. Twenty-
one thought we could stop it. Most said to stop using CFC's and
stop polluting. Eighteen knew that ozone depletion allows more
solar radiation to strike the earth which can cause skin cancer.
Others said it causes blindness. Twelve said CFC's cause the
ozone to disappear. Nine said pollution and two said cars.
Students knew ozone was a gas. Three said it was composed of
oxygen, two said heat, two said air, and one said clouds. Sixteen
said good ozone protects you, six said it acts like a shield, and
three said it is the outer layer of the atmosphere. Nine said bad
ozone lets sun rays through. Twelve said it causes skin cancer
and four said it was the inner layer of the atmosphere. Twenty-
five students said the ozone holes are located at the poles.
IV. SUMMARY AND CONCLUSION:
The majority of the students knew the causes of the ozone
depletion. We accepted each of our hypotheses. Most of the
students knew ozone depletion is associated with skin cancer,
vision problems, and the warming of the earth. Most students knew
that ozone is a gas.
V. APPLICATION:
Now we know how the ozone affects us, the earth and how to stop
it. Maybe now we will stop polluting and stop using CFC's.
TITLE: Student Attitudes About Gun Control
STUDENT RESEARCHERS: Jackie Warden, Lauren Eppling, Dana
Berthelot, Lonnie
Bourg, and Leslie Simmons
SCHOOLS: Mandeville Middle School Mimosa Park
Elementary School
Mandeville, Louisiana Luling, Louisiana
TEACHERS: John I. Swang, Ph.D. Virginia Lawson,
M.Ed.
GRADES: 6 and 3
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We would like to know what students feel about gun control and the
violence guns cause. Our first hypothesis states that the
students we survey will agree with gun control laws. Our second
hypothesis states that the majority of students will have a gun in
their home.
II. METHODOLOGY:
First, we wrote our statement of purpose and hypothesis. Next, we
wrote our review of literature and questionnaire. Then we
administered our questionnaires to fifteen sixth grade students at
MMS and 56 third grade students at MPES. After that we scored our
questionnaires and wrote our analysis of data. Finally, we wrote
our summary and conclusion, application, and abstract.
III. ANALYSIS OF DATA:
Fifteen sixth graders of the eighteen surveyed returned their
questionnaires. All fifty-six third graders surveyed returned
their questionnaires. The majority of the sixth and the third
graders had guns in their houses. The majority thought that there
should be gun control laws. The majority of both groups thought
guns really protect people. The third graders and the sixth
graders thought that there are too many guns and that guns are too
easily bought in the U.S.A. The majority of third graders thought
the NRA is right in it's opposition to all gun control laws, but
the majority of sixth graders had no opinion. The majority of
sixth graders knew that most of the people killed by guns are
relatives or friends of the killer, but the majority of third
graders didn't.
IV. SUMMARY AND CONCLUSION:
The majority of the students we surveyed have guns in there houses
and agree with gun control laws. Therefore we accept both of our
hypotheses which stated that the children we survey will have guns
in their houses and agree with gun control laws.
V. APPLICATION:
We can use this information by sending it to the law makers who
are now debating gun control legislation. They can see what
students think of gun control.
TITLE: Anorexia Among the Young Female
STUDENT RESEARCHERS: Amanda Drewes, Shannon Floyd, Liz Bayne,
Leslie Eusea,
Meagan Hooter, and Heather Wilson
SCHOOLS: Mandeville Middle School Mimosa Park
Elementary School
Mandeville, Louisiana Luling, Louisiana
TEACHERS: John I. Swang, Ph.D. Virginia Lawson,
M.Ed.
GRADE: 6 and 3
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We would like to learn how much sixth grade and third grade girls
worry about their weight, check the calorie contents of food, and
how much they know about anorexia. Our first hypothesis states
that sixth grade girls will eat the least. Our second hypothesis
states that they will know the most about anorexia. Our third
hypothesis states that they will worry the most about their
weight. Our fourth hypothesis states that sixth grade girls will
check the fat and calorie content more that third grade girls.
II. METHODOLOGY:
First, we wrote our statement of purpose, review of the
literature, and hypothesis to be tested. Then we developed our
questionnaire. We then administered it to 18 randomly chosen
sixth grade girls at MMS. We then asked MPES to administer it to
a randomly chose group of third grade girls. After the
questionnaires were completed, we compiled our data from both
schools and analyzed it. The data was shared via the NSRC's
Electronic School District. We then wrote our summary and
conclusion, accepted or rejected our hypothesis, and applied our
findings to the real world.
III. ANALYSIS OF DATA:
After scoring the 58 questionnaires (43 from third grade and 15
from sixth grade) we found that in both grades, the majority of
the girls ate three nutritious meals a day. Most of the girls in
third grade did not check the fat and calorie content of the food
they ate, but half of the girls in sixth grade did. Half of the
third graders worried about their weight and the majority of the
sixth graders worried about their weight. The majority of the
third graders knew an average amount about anorexia and the
majority of the sixth graders knew nothing about anorexia.
IV. SUMMARY AND CONCLUSION:
We reject our first hypothesis which states that sixth grade girls
will eat the least amount because all girls eat the same amount.
We reject our second hypothesis which states that sixth grade
girls will know the most about anorexia because third grade girls
know more. We accept our third hypothesis which states that sixth
grade girls will worry more about their weight. We also accept
our fourth hypothesis which states that sixth grade girls will
check the fat and calorie content of food more often than third
grade girls.
V. APPLICATION:
We found that in these times, younger children are being educated
on the subject of anorexia. There should be more education on the
subject of anorexia in the higher grades since sixth grade girls
are more conscious of their diets and worry more about their
weight.
TITLE: Student Knowledge of A.I.D.S.
STUDENT RESEARCHERS: Justin Wheeler and Craig Chapman
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We would like to know how much 6th grade students at MMS know
about the A.I.D.S. epidemic. Our hypothesis states that seven of
the 18 students would get 50% of the answers correct on the
questionnaire.
II. METHODOLOGY:
First, we stated our purpose. Second, we reviewed our literature.
Third, we developed a hypothesis. Fourth, we developed a
methodology. Fifth, we developed a questionnaire. Sixth, we drew
a random sample population. Seventh, we administered the
questionnaires. Eighth, we scored the questionnaires. Ninth, we
analyzed our data. Tenth, we wrote a summary and conclusion.
Eleventh, we applied what we had learned to the real world.
III. ANALYSIS OF DATA:
Of the 17 questionnaires handed out, 16 were returned. A majority
of 10 students correctly knew that worldwide 8,000,000 people have
the HIV virus. Fifty percent of the students correctly answered
that AIDS stands for Acquired Immunological Deficiency. A
majority of 11 students said they knew a little about the AIDS
virus. A majority of 12 students said they didn't know anyone
with AIDS. Fifty percent said they have sat down and talked with
someone about AIDS. A majority of 16 students correctly knew that
there is more than one way to get AIDS. A majority of 11 students
correctly knew someone their age can get AIDS. A majority of 13
students knew that the AIDS virus tricks the immune system. Sixty
percent of the responses to the questionnaires were correct.
IV. SUMMARY AND CONCLUSION:
We found that 8 of the students at Mandeville Middle School
answered 50% or more of the questions on the questionnaires
correctly. Therefore we reject our hypothesis that stated 7 of
the 16 students would get 50% of the questions on the
questionnaires correct.
V. APPLICATION:
We could apply our findings to the real world by telling teachers
that about half of the students at Mandeville Middle School are
aware of the AIDS virus and how it can hurt them. More AIDS
education is needed to reach the other half of the student
population who are not as knowledgeable.
TITLE: Student Knowledge of Breast Cancer
STUDENT RESEARCHER: Liz Bayne
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to find out how much sixth grade girls know about
breast cancer. My hypothesis states that the majority of the
girls surveyed will answer most of the questions on the
questionnaire about breast cancer incorrectly.
II. METHODOLOGY:
First, I wrote my statement of purpose, review of literature, and
developed my hypothesis. Next, I did a random sample of 18 girls
and sent my questionnaires out to them. I recorded my results,
analyzed my data, accepted or rejected my hypothesis, and wrote a
summary and conclusion. Then I applied my finding to the real
world. Finally, I wrote my abstract for publication.
III. ANALYSIS OF DATA:
Eighty-five percent of the girls surveyed did not know that men
can get breast cancer. Sixty-two percent of them knew that women
over 30 should do monthly self-examinations. The majority of the
respondents knew that every one out of nine women develops breast
cancer. Sixty-nine percent of them incorrectly thought that women
should get a mammogram yearly. The correct answer was that only
women over 50 should get one yearly.
IV. SUMMARY AND CONCLUSION:
The majority of the girls surveyed answered three out of five
questions on the questions on the questionnaire correctly.
Therefore, I reject my hypothesis which states that the majority
of the girls surveyed would answer most of the questions on the
questionnaire incorrectly.
V. APPLICATION:
I can apply my information by telling teachers to educate both
girls and boys on the subject of breast cancer. I will tell them
especially to teach girls since it is one of the leading causes of
death for women.
© 1993 John I. Swang, Ph.D.