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TABLE OF CONTENTS
Science Section:
1. How Carbon Dioxide Affects the Temperature of Air
2. The Accuracy of Weather Forecasts for the City of McCook, Iowa
3. In Which Soil Will Plants Grow Best?
4. Does Acid Rain Affect Plant Growth?
5. The pH of Different Bodies of Water
6. Global Warming
Social Studies Section:
1. A Survey of Teacher Ages at Dawson School in Holden,
Massachusetts
2. What Students Think About Racism
3. Student Knowledge of Nuclear Arms
4. Student Knowledge of Alcohol Use and Abuse
5. Student Knowledge of the Use of Steroids
6. Student Knowledge of the Crisis in Waco
SCIENCE SECTION
TITLE: How Carbon Dioxide Affects the Temperature of Air
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 how carbon dioxide affects the temperature of
air. My hypothesis stated that if carbon dioxide is removed from
an environment, that environment will be cooler than an
environment filled with carbon dioxide.
II. METHODOLOGY:
First, I wrote my statement of purpose, review of literature, and
developed my hypothesis. I then wrote my methodology and list of
materials. I also made a data collection form. Next, I filled
two fish tanks with soil five centimeters deep. I placed a
thermometer in each tank and recorded the temperature, making sure
that they were the same at the beginning of the study. Then I
labeled one tank "With Carbon Dioxide" and the other "Without
Carbon Dioxide". I put a bowl of lime in the tank labeled
"Without Carbon Dioxide". Lime absorbs carbon dioxide. I covered
each tank with a fitted piece of glass so it would be sealed. I
placed a light over each tank and turned them on. The
thermometers were not in the direct light. I observed and
recorded the temperatures once a day for twelve days. I analyzed
my data and accepted or rejected my hypothesis. Next, I wrote my
summary and conclusion. Finally, I applied my observations to the
real world.
III. ANALYSIS OF DATA:
After recording the temperature daily for twelve days, I found
that a temperature difference developed between the tanks. The
difference remained constant after day three. The starting
temperature in both tanks was 22 degrees Celsius. On day one, the
temperature rose to 27 degrees Celsius in both tanks. On day
three, the temperature dropped to 26 degrees Celsius in the tank
without carbon dioxide while the temperature remained at 27
degrees Celsius in the tank with carbon dioxide. This temperature
difference was maintained throughout the remainder of the
experiment.
IV. SUMMARY AND CONCLUSION:
Carbon dioxide does affect the temperature of air. The
temperature in the tank with carbon dioxide was higher because
carbon dioxide traps heat. The temperature was lower in the other
tank because the lime absorbed the carbon dioxide. Therefore, I
accepted my hypothesis which stated that if carbon dioxide was
removed from an environment, that environment would be cooler than
an environment with carbon dioxide.
V. APPLICATION:
Carbon dioxide helps to keep the earth warm and livable by
trapping heat near the earth's surface. If there were no carbon
dioxide, the temperature would be too cold for life. On the other
hand, if the amount of carbon dioxide would increase too much from
such sources as burning oil and coal, global warming would occur.
TITLE: The Accuracy of Weather Forecasts for the City of McCook
STUDENT RESEARCHER: Jeffrey Haas
SCHOOL: St. Patrick's School
McCook, Nebraska
GRADE: 8
TEACHER: Karrie Rowan
I. STATEMENT OF PURPOSE AND HYPOTHESIS
The purpose of my experiment was to determine which source gave
the most accurate weather forecast for the city of McCook. My
hypothesis stated that the Weather Channel's forecast would be
most accurate.
II. METHODOLOGY
To test my hypothesis, I chose three sources that often gave
weather forecasts. They were: The Weather Channel, KFNF-FM Radio,
and the Associated Press Forecast. I recorded the forecasts from
each source and then recorded the actual weather conditions. I
recorded the forecasts for overnight low, daily high, and wind
speed. I computed the percentage of accuracy. If a range was
given in the forecast, for example, 20 - 25, the actual condition
had to be within that range to be correct. If only one number was
given, I gave the forecaster a one unit deviation.
III. ANALYSIS OF DATA
I noticed that all wind forecasts were accurate which is probably
due to the wide range forecasted. Temperature predictions,
however, varied greatly. The Associated Press had only 58% of its
forecasts correct. Its projections were too low in all the
misses. The Weather Channel and KFNF-FM Radio each got a 60%
accuracy rating. Both of these sources guessed low, as well, but
the Weather Channel was usually just a little closer to the actual
temperature.
IV. SUMMARY AND CONCLUSION
The data I collected showed that the Weather Channel was most
accurate, followed by KFNF-FM Radio, and the Associated Press.
Therefore, I accepted my hypothesis which stated that the Weather
Channel's forecast would be most accurate.
TITLE: In Which Soil Will Plants Grow Best?
STUDENT RESEARCHERS: Taylor Murphy, Lauren Bagely, Roee Ramot,
Josh Pappas,
and Lindsay Valentin
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
TEACHERS: Mr. V. Carbone, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We are going to grow radish seeds in different types of soils:
loam, sand, clay, and gravel. After three weeks, we will see
which plant is the healthiest. Our hypothesis states that the
plant grown in loam will be the healthiest.
II. METHODOLOGY:
A. Things we need for the experiment.
1. The different types of soil: loam, sand, clay and gravel
2. Pots
3. Radish seeds
B. Steps for the experiment.
1. Get supplies
2. Develop data collection sheet
3. Plant the seeds and water
4. Keep records every day
5. Water every day
III. ANALYSIS OF DATA:
We observed that the plant growing in clay looked healthy and
tall, but then they were mishandled and died. All the other
plants died by the end of the second week because they were also
mishandled. On a day-by-day basis, all the plants grew an inch or
two. All the plants had two leaves opposite of each other.
IV. SUMMARY AND CONCLUSION:
We predicted that the plants growing in the loam would be the
tallest and healthiest. They turned out to be the shortest, but
they still looked healthy. The plants growing in clay were the
tallest. The leaves were green and the stem was light green.
Because the plants were mishandled, we do not know which plant
would have lived the longest or grown the healthiest. Therefore,
we can neither accept or reject our hypothesis. The experiment
needs to be repeated.
V. APPLICATION:
Valid information from this kind of research can be used by
farmers. They could use the best soils that would promote healthy
growth of their crops.
TITLE: Does Acid Rain Affect Plant Growth?
STUDENT AUTHOR: Rebekah Choomack and Julie Epstein
SCHOOL: North Stratfield School
Fairfield, Conn.
GRADE: 4
TEACHER: Mr. V. Carbone , M.Ed.
I. STATEMENT OF PURPOSE:
We want to find out what affect acid rain has on plants. Our
first hypothesis states that the plant watered with 100% water
will bloom and grow normally. Our second hypothesis states that
the plants watered with various mixtures of vinegar and water will
shrivel up.
II. METHODOLOGY:
We will take five plants (geraniums) and give them different
mixtures of water and vinegar for three weeks: a) 100% Vinegar,
b) 75% Vinegar & 25% water, c) 50% Vinegar & 50% water, d) 25%
Vinegar & 75% water, and e) 100% water. We will be observing the
leaves, flowers and height of each plant.
III. ANALYSIS OF DATA:
The plant that was given 100% vinegar shriveled up and died. The
plant that was given 75% vinegar and 25% water shriveled up and
died. The plant that was given 50% vinegar and 50% water did not
die. It's flowers did not bloom too well. The plant that was
given 25% vinegar and 75% water grew the tallest and bloomed
beautifully. It was the tallest plant by a half inch. The plant
that was given 100% water bloomed beautifully. It was the second
tallest plant.
IV. SUMMARY AND CONCLUSION:
We accepted our first hypothesis which stated that the plant
watered with 100% water will bloom and grow normally. The plant
that was given 100% vinegar shriveled up and died, but some plants
with vinegar did not shrivel. There-fore, we rejected our second
hypothesis which stated that the plants watered with various
mixtures of vinegar and water will shrivel up.
V. APPLICATION:
The knowledge we learned will help our life because we can teach
people that acid rain can kill plants. If we can stop using cars,
buses, and electricity so much, maybe we won't have quite as
much acid rain.
TITLE: ph Pandemonium
STUDENT AUTHORS: Catherine Krahe, Alice Lorch, Nikki Decker,
Jaclyn
Antzoulis, Lindsey Hopper
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
TEACHER: Vincent Carbone
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
Which Fairfield body of water has the most/least acid? The ones
we are testing are Long Island Sound, Lake Hills, Lake Mohegan,
Gould Manor, Owen Fish, Mill River, Rooster River, and rain water
from a puddle. Our first hypothesis states that the Sound will be
the most acidic. Our second hypothesis states that Gould Manor
will be the least acidic.
II. METHODOLOGY:
We chose several local lakes, oceans, and rivers and tested their
ph levels. We divided up the locations and gave each person one
or two bodies of water to test. When students went to their
location(s) they would put ph paper in the body of water. It
would come out a different color that would define the ph level of
the water. Then we compared the color to a chart which told us
what ph level the water was. Lastly, we recorded and analyzed the
data and typed up our abstract for publication.
III. ANALYSIS OF DATA:
We will now tell you what the ph level of all the bodies of water
are:
Gould Manor - 6.0
Owen Fish - 6.0
Lake Mohegan - 5.0
Mill River - 5.0
Lake Hills - 5.0
Rooster River - 5.0
Rain Water - 5.0
Long Island Sound - 4.5
IV. SUMMARY AND CONCLUSION:
When we finished we found that the Sound was most acidic (as we
predicted). We also found that Gould Manor and Owen Fish tied for
the least acidic. We predicted Gould Manor would have the least,
but Owen Fish had the same acidity as Gould Manor. Therefore, we
accepted both of our hypotheses.
TITLE: Global Warming
STUDENT RESEARCHER: Jeffrey Ganzak
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
TEACHER: Mr. V. Carbone, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
Is global warming occurring now? I will keep track of the
temperature of ten cities to see if the temperatures are warmer
than their average at this time of year. My hypothesis states
that temperatures in cities around the country will be above
average.
II. METHODOLOGY:
First, I am going to review the literature about global warming.
Then I will find the average temperature for each city at this
time of year. I am going to use Accu-Weather for three weeks and
see what the temperatures are for my ten cities. Then I will see
if the temperatures are above average, below average, or average.
The ten cities are: New York, N.Y.; Omaha, Neb.; Hartford, Ct.;
San Francisco, Ca.; San Diego, Ca.; Seattle, Wa.; Washington D.C.;
Dallas, Tx.; Miami, Fl.; and Detroit, Michigan.
III. ANALYSIS OF DATA:
The temperatures in all of my ten cities were above normal. The
number of degrees above average in my ten cities were: New York +3
degrees, Omaha +3 degrees, Hartford +3 degrees, San Francisco +7
degrees, San Diego +7 degrees, Seattle +5 degrees, Washington D.C.
+4 degrees, Dallas +6 degrees, Miami + 6 degrees, and Detroit +5
degrees.
IV. SUMMARY AND CONCLUSION:
I accept my hypothesis which states that temperatures in cities
around the country will be above average. All the temperatures
of my ten cities were above normal.
V. APPLICATION:
We are now aware that global warming is happening. We should stop
burning a lot of fossil fuels. We should use other energy sources
that don't pollute the atmosphere and cause global warming.
SOCIAL STUDIES SECTION
TITLE: Forever Young: A Survey of Teacher Ages
STUDENT RESEARCHERS: Mark Said, Jon Brunell, and Matt Engdahl
SCHOOL: Dawson School
Holden, Massachusetts
GRADE: 5
TEACHER: Wayne Boisselle, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS
We wanted to know how many teachers would admit their age, what
the average age of teachers is, and what the combined total age
is. Our first hypothesis stated that approximately 73% of the
teachers, or 35 out of 48 surveyed, will admit their age. Our
second hypothesis stated that the average age will be between 34
and 37. Our third hypothesis stated that the combined age will be
1,015 years.
II. METHODOLOGY
We began by writing our statement of purpose and hypothesis. We
then created a questionnaire and handed it out for completion to
48 randomly chosen faculty members. We collected our results and
calculated the percentage of teachers that admitted their age. We
also determined the average and combined ages of the faculty
members. Finally, we accepted or rejected our hypothesis, wrote
our summary and conclusion, and application.
III. ANALYSIS OF DATA
Forty-eight surveys were returned. Forty teachers or 83.3%
admitted their age
and 8 did not. Each of these ages were reported by one teacher:
29, 32, 40, 47, 50, 53, 54, and 58. Each of these ages were
reported by two teachers: 22, 30, 34, 37, 39, 41, 45, 46, 48, and
55. Three teachers were 43 years of age, four teachers were 44,
and five teachers were 42. The combined age of the 48 faculty
members was 1,672 years and the average age was 41.8 years.
IV. SUMMARY AND CONCLUSION
Eighty-three point three percent of the teachers admitted their
age which is more than the 73% we hypothesized. The average age
of 41.8 years is greater than our prediction. Finally, the
combined age of the teachers was 1,672 which was also greater than
our prediction. Based on these data we rejected our three
hypotheses which stated 73% of the teachers would admit their age,
the average age would be 34-37, and the combined age would be
1,015 years.
V. APPLICATION
We can use the results of our project to inform our principal and
the community that the age range of teachers in our school is 20
to 65 years old. It would be interesting to find out if this
information holds true with the other schools in town.
TITLE: What Students Think About Racism
STUDENT RESEARCHER : Allison Graziano and Jacqueline Warden
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to know how 6th grade students at MMS think about racism.
Our hypothesis states that the majority of the sixth grade
students at M.M.S. we survey will not think racism is good.
II. METHODOLOGY:
First, we wrote our statement of purpose. Next, we read lots of
literature on our subject and wrote a paragraph on what we
learned. We then developed a hypothesis to be tested. Then we
drew a random sample population of 6th grade students at MMS.
Following that we administered our questionnaires. When they were
returned we scored them. Then we completed an analysis of data
and developed a chart to represent our findings. Finally, we
wrote a summary and conclusion, and application.
III. ANALYSIS OF DATA:
Of the 18 questionnaires sent out, 16 were returned. The 6th
grade students at MMS knew that racism is prejudice against or not
liking someone because of race or color. A majority of 8 have not
witnessed any form of racism lately. They all said that racism is
bad. Eighty-eight percent said they knew someone that is racist.
Eighty-seven percent of the students said that racism is not a big
issue at this school. Fifty percent of the students thought the
Rodney King Verdict was correct, the other half did not. A
majority of the students think that the policemen in the current
Rodney King Verdict will be found guilty. A majority of 11
students said that "All races of people are created equal."
Forty-three percent thought that different races do not get along
well in the U.S.A. A majority of the students had 1 to 3 close
friends that were of different races.
IV. SUMMARY AND CONCLUSION:
Our data indicates that the majority of the sixth grade students
at M.M.S. thought that racism is bad. Therefore we accept our
hypothesis that states that the sixth grade students at M.M.S. we
survey will not think racism is good.
V. APPLICATION:
We can use this information about racism to understand how people
think about and behave towards different races.
TITLE: Student Knowledge of Nuclear Arms
STUDENT RESEARCHERS: Justin Tilford and Nick Decker
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to find out how much the 6 grade students at MMS know
about nuclear arms. Our hypothesis states that 75% of the
students will answer the majority of questions on our
questionnaire about nuclear arms correctly.
II. METHODOLOGY:
First, we wrote a statement of purpose and reviewed the
literature. Next, we developed our hypothesis. Then we developed
a questionnaire and randomly selected 18 students to complete the
questionnaire. Next, we administered them. Then we scored our
questionnaires and analyzed our data. Next, we wrote a summary
and conclusion. Finally, we applied our data to the world.
III. ANALYSIS OF DATA:
Of the 18 questionnaires we passed out, we received 17 back.
Thirty-five percent of the students knew that Monaco did not own
nuclear arms. Eighteen percent of the students knew that nuclear
arms are powerful enough to wipe out the planet earth. Eighty-
eight percent of the students knew that not every country of the
world owns nuclear arms. Ninety-four percent of the students knew
that there have been negotiations and arms reductions in the past
and are underway. Sixty-five percent of the students said that
nuclear weapons should be defused and disarmed. Fiftey-nine
percent of the students agreed that it is right for a country to
own nuclear arms. Twenty-nine percent of the students knew that
there are at least 50,000 nuclear warheads in the world. Seventy-
six percent of the students said that Iraq is more likely to use a
nuclear weapon before the United States.
IV. SUMMARY AND CONCLUSION:
Since 53% of the students answered the majority of the questions
correctly, we rejected our hypothesis which stated that 75% of the
will answer the majority of questions on our questionnaire
correctly.
V. APPLICATION:
Since 47% of the students answered the majority of the questions
incorrectly, they should be taught in school and at home the
danger and threat of nuclear weapons.
TITLE: Student Knowledge of Alcohol Use and Abuse
STUDENT RESEARCHERS: Jonathan Cain, Paul Richard, Jacob Shaffer,
Nichole Maher, Amanda Bourgeois, and Keri
Bolden
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 want to find out what students know about alcohol use and
abuse. Our hypothesis states that the majority of the students
surveyed in the sixth grade and in the third grade do not know a
child their age who drinks alcohol.
II. METHODOLOGY:
First, we stated our purpose, reviewed the literature, and
developed our hypothesis. Then we developed our questionnaires,
administered them, and scored the responses. Next, we analyzed
our data. Lastly, we accepted/rejected our hypothesis, wrote our
summary and conclusion, and applied our findings to the real
world.
III. ANALYSIS OF DATA:
MMS surveyed 18 sixth grade students. MPES surveyed sixty-eight
third grade students. Sixty-nine percent of the sixth grade
students and sixty-four percent of the third grade students know
people who drink alcohol once or more a day. All of the students
surveyed think that alcohol is bad for you. Fifty-six percent of
the sixth grade students and sixty-eight percent of the third
grade students have never been offered alcohol. Seventy-five
percent of the sixth and third grade students that have been
offered alcohol said no. Sixty-two percent of the sixth grade
students know children their age who drink alcohol. Sixty-two
percent of the sixth grade students and thirty-five percent of the
third graders know children their age who drink beer.
IV. SUMMARY AND CONCLUSION:
We reject our hypothesis for the sixth graders because the
majority did know kids their age that drink alcohol. We will
accept our hypothesis for the third graders because the majority
did not know kids their age who drink alcohol.
V. APPLICATION:
We can now say that all of the Just Say No To Drugs and anti-
drinking programs are not working. From the third to the sixth
grade, the number of students known to be drinking increased.
TITLE: Student Knowledge of the Use of Steroids
STUDENT RESEARCHERS: Eric Blundell, Chris Carson, Keith Hennegan,
Wesley Donnaud, Bradley Douglas, Lenny
Petetant, and Mathan McClendon
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 how much students are know about steroid use
by student athletes. Our hypothesis states that the majority of
the students will answer 50% of the questions on our questionnaire
correctly.
II. METHODOLOGY:
First, we stated our purpose, reviewed our literature, and
developed our hypothesis. We then wrote our methodology, designed
a questionnaire, and sent it to eighteen randomly chosen sixth
grade students at our school. We also sent them to several third
grade students at a school on the electronic school district.
After receiving our questionnaires back, we tallied up the
results. Next, we analyzed our data, accepted or rejected our
hypothesis, wrote a summary and conclusion, and applied what we
learned to the real world.
III. ANALYSIS OF DATA:
Of the eighteen questionnaires distributed to sixth graders at
MMS, we received fifteen back. Seventy-three percent of the sixth
grade students knew that athletes use steroids to improve their
athletic performance. Sixty-four percent knew that most of the
athletes that use steroids are white. They knew that body-
builders use steroids the most and that steroids can cause brain
tumors and liver problems. In conclusion, all students thought
that the use of steroids by athletes is wrong.
The results of 57 questionnaires returned from third graders at
MPES indicate that 69% of the students knew that athletes use
steroids to enhance their performance. Forty-nine percent knew
that the majority of athletes that use steroids are white and 62%
knew that mostly body-builders use steroids. They knew that
steroids cause brains tumors and liver problems.
IV. SUMMARY AND CONCLUSION:
After adding the results from both school together, we found that
all students answered at least fifty percent of the questions on
the questionnaire correctly. Therefore, we accept our hypothesis
which stated that the majority of the students will answer 50% of
the questions on our questionnaire correctly.
V. APPLICATION:
We can apply this information to the real world by not using
steroids for athletic reasons. We will not use them because they
put our bodies and athletic careers at risk. We will also caution
other students and athletes about the risks of steroids.
TITLE: Student Knowledge of the Crisis in Waco
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 what students know about the crisis in Waco.
My hypothesis states that at least 50% of the responses on my
questionnaires will be correct.
II. METHODOLOGY:
First, I stated my purpose, reviewed the literature, and developed
my hypothesis. Then I developed my questionnaire, drew a random
sample, and administered the questionnaires. Then I recorded the
responses, analyzed the data, and accepted/rejected my hypothesis.
Lastly, I wrote my summary and conclusion, and applied my findings
to the real world.
III. ANALYSIS OF DATA:
Of the eighteen questionnaires I distributed, I received sixteen
back. Fifty percent of the students knew that the Waco crisis
started because of the possession of illegal arms by the cultists.
Eighty-one percent of the students knew that the compound burned
to the ground. Eighty-eight percent of the students knew that
there were children killed inside the compound. Seventy-five
percent of the students knew that the religious sect inside the
compound was called Branch Davidian. Only 20% of the students
knew that David Koresh's real name was Vernon Howell. Fifty
percent of the students knew that the FBI, ATF, the cult, and
Janet Reno were all part of the Waco crisis. Only 33% of the
students knew that David Koresh made a record album. Sixty
percent of the students knew that David Koresh's mom wasn't a
Dranch Davidian. Fifty percent of the students knew that David
Koresh was 33 years old. Only 13% of the students surveyed knew
that the compound was called Mount Carmel.
IV. SUMMARY AND CONCLUSION:
Since 70% of the responses to my questionnaire were correct, I
accepted my hypothesis which stated that at least 50% of the
responses to my questionnaire would be correct.
V. APPLICATION:
Now that I know that most of the sixth grade students at MMS
interested in current events, I will tell the sixth grade social
studies teachers that they should teach more about them.
© 1993 John I. Swang, Ph.D.