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TABLE OF CONTENTS
Science Section:
1. Growing Plants with Air and No Air
2. Plant Growth and the Acidity of Water
3. How Seeds React to Acidity
4. The Effect of Chlorination on Alga
5. pH of Different Soils
Math Section:
1. Roll The Dice: Probability Theory
2. The Probability of Getting Heads or Tails
Social Studies Section:
1. Student Knowledge of Acid Rain
2. Student Knowledge of Human Rights Abuse
3. Geothermal and Nuclear Energy Survey
4. Student Knowledge About endangered Species
5. Cloning: Student Knowledge and Opinions
SCIENCE SECTION
Title: Plant With Air and No Air
Student Researchers: Nicole Chaffee, Brittany Gerstenslager,
Chris Paz, Victoria Bostwick, Brett Wetzel,
Jelal Younes, Mike Lawless, Sarah French,
Eric Williams, and Heather Lynch
School: Enfield Elementary,
Ithaca, New York
Grade: 2
Teachers: Maria Leahy and Daisy Sweet
I. Statement of Purpose and Hypothesis:
We wanted to learn if a plant needs air to grow. We predicted
that if a plant did not have air, it would die. We predicted that
if a plant did have air, it would not grow.
II. Methodology:
We put a marigold plant in a plastic bag. We put water in the
bottom of plant in the plastic bag. We left the other marigold
plant in the air. We put them next to each other in the sunlight.
We watered the no-bag plant with as much water as we gave the
other plant. We observed them. We recorded our observations in
our science journals.
III. Analysis of Data:
We observed the plants on the sixth day. The plant in the bag
turned yellow. The plant without the bag was green. The flowers
opened. On the 19th day, the plant in the bag was brown and
moldy. The plant without the bag was green and healthy. Another
bud turned to a flower.
IV. Summary and Conclusion:
We learned that plants need air to live.
V. Application:
Make sure that the plant has plenty of air.
TITLE: Which Plant Will Grow the Healthiest?
STUDENT RESEARCHER: Stephen Balgach
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
TEACHER: Mr. Vinny Carbone, M.Ed.
I. PURPOSE STATEMENT AND HYPOTHESIS:
I want to find out which plant will grow the healthiest when
watered with water, vinegar, and diluted vinegar. I think the
plant I water with plain water will grow the healthiest.
II. METHODOLOGY:
First, I will buy three geraniums. Second, I will water one with
water, one with vinegar, and one with diluted vinegar- (half
water/ half vinegar). Finally, I will observe them for three
weeks.
III. ANALYSIS OF DATA:
Plant one (watered with plain water) turned out to be 12 inches
tall. The length of the biggest leaf turned out to be 4 inches
wide. The color of the leaf was green with a red line in the
middle. The color of the plant was red with little sparkle
things. Plant two (watered with diluted vinegar) turned out to be
9 1/2 inches tall. The biggest leaf turned out to be 1 1/2 inches
wide. The color of the plant was pink, white, brown and orange.
Plant three (watered with vinegar) died on the fourth day of the
first week. It ended up being 9 and 3/4 inches tall. The biggest
leaf turned out to be 2 1/2 inches wide. The color of the plant
was dark brown with black spots.
IV. SUMMARY AND CONCLUSION:
I accept my hypothesis. The plant I watered with plain water grew
the healthiest.
V. APPLICATION TO LIFE:
This can help mankind because now they know what happens to plants
once acid rain sets into them. This can also help mankind because
now they know whether or not to put your plants inside or outside.
TITLE: How Seeds React To Acidity?
STUDENT RESEARCHERS: Kara Foster, Caitlin Johnson, & Jennifer
McArthur
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
TEACHER: Mr. Vinny Carbone, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We would like to find out what plants will grow the best in water,
vinegar, and diluted vinegar. Our hypothesis states that the
plants watered with water will grow the best.
II. METHODOLOGY:
First, we got egg cartons, dirt, and seeds (straw flowers, Shasta
daisies, Alyssum, radishes, marigolds and beans). We planted the
seeds in the cartons. Each seed packet was divided into three
groups. Group One was watered with water. Group Two was watered
with diluted vinegar- 50% water and 50% vinegar. The Group Three
was watered with vinegar. This was done for three weeks.
III. ANALYSIS OF DATA:
Water Group: The straw flower, alyssum, radishes, and beans grew
in water. The marigold and the shasta daisy did not grow in the
water. Alyssum grew to 1 mm wide and 1 cm tall. It was dark
green. Straw Flower grew to 1 mm wide and 1 cm tall. I t was
light green. The radishes grew to be one and one half inches
tall. The beans grew to be nine and a half inches tall.
Vinegar Group: Nothing grew.
Diluted Vinegar: Nothing grew.
IV. SUMMARY AND CONCLUSION:
The plants watered with water grew the best. We accept our
hypothesis.
V. APPLICATION TO LIFE:
We can apply this to life because now we know that acid rain can
harm plants. We can tell about it and hope that people will stop
polluting the air with chemicals that cause acid rain.
TITLE: The Effect of Chlorination on Alga
STUDENT RESEARCHER: Jack Swetland
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a scientific research project on the effects of
chlorination on alga. My hypothesis states that alga growing in
water will not survive after chlorine is added to the water.
II. METHODOLOGY:
First, I decided on my topic. Then I wrote my statement of
purpose, review of literature, and hypothesis. I collected
samples of alga, protozoa, and amoebas and stored them in three
jars. Each jar was filled with 250 mL of water. I added 50 mL of
bleach to one jar, 5 mL of bleach to another jar, and the last jar
contained no bleach. I observed what happened to the alga,
protozoa, and amoebas under a microscope and recorded the results.
Finally, I analyzed my data, accepted or rejected my hypothesis,
applied my findings to real life and published the complete
report.
III. ANALYSIS OF DATA:
In the water where 50 mL of bleach was added, the protozoa and
amoebas were not swimming. I assumed that if the protozoa and
amoebas were dead, then the alga were also dead. The protozoa,
amoebas, and alga were also dead in the water where 5 mL of bleach
was added. In the water with no bleach added, the protozoa and
amoebas were swimming, which meant that the alga were alive.
IV. SUMMARY AND CONCLUSION:
The alga were dead when any amount of bleach was added to the
water it lived in. When no bleach was added, the alga remained
alive. Therefore, I accepted my hypothesis which stated that alga
would not survive when chlorine was added.
V. APPLICATION:
I could use the information from this project to determine that
bleach (or anything chlorinated) should be used to kill harmful
alga in water. If chlorination kills microscopic life forms, then
it may be harmful to humans. Some studies link chlorine to
causing cancer. Its fumes often cause dizziness to humans and is
poisonous if ingested. Future studies should be done to see how
harmful chlorine is to humans.
TITLE: pH of Soils
STUDENT RESEARCHERS: Adam Marmor & Meghen Nolan
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 of different kinds of soil are
the same or different. Our hypothesis is that the pH levels of
soils are different.
II. METHODOLOGY:
We plan to collect different types of soils. After we collect the
soils we will get eight cups. Four of the cups will be filled
with 25 ml of distilled water. Then we will take one tablespoon
from each kind of soil and put it into the distilled water. The
distilled water and soil will be mixed together for five minutes.
Then we will take another cup and put a paper towel over it. Next
we will pour the mixture over the paper towel. We will take the
pH of the liquid at this point. We will then repeat the
procedures for the remaining soils and compare the pH levels to
see if they are different or the same. List of materials needed:
soils, cups, paper towels, measuring spoons, distilled water,
something to stir the mixture with, and pH paper.
III. ANALYSIS OF DATA:
Type of Soil pH
------------ ---
Loam 4.5
Sand 6.0
Clay 8.5
Silt 5.5
IV. SUMMARY AND CONCLUSION
We accept our hypothesis because all the soils pH levels where
different.
V. APPLICATION TO LIFE:
This information can help people who like to plant plants. A lot
of plants
can grow in the range of pH 4 to pH 9. Also, by being able to
measure the pH level of soil, a person can change the pH level to
match the plants they are growing.
MATH SECTION
TITLE: Roll The Dice
STUDENT RESEARCHER: Jennifer Allen
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: E. Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to do a Math Research Project on probability because I
play a lot of games with dice in them. Probability theory
predicts that each of the six numbers on a die have the same
chance, one out of six, of coming up. My hypothesis stated that
if I roll one die sixty times, it won't land on each number ten
times.
II. METHODOLOGY:
First, I wrote my statement of purpose and hypothesis. Next, I
reviewed the literature. Then I wrote the methodology and list of
materials. I then drew my data collection form. Then I took one
die, rolled it sixty times, and recorded what number it landed on
in the data collection form. I repeated this process two more
times. Next, I wrote my analysis of data, summary and
conclusions, and application. Finally, I published my research.
III. ANALYSIS OF DATA
I rolled number one, ten times on trial one, eight times on trial
two, and four times on trial three, for an average of seven. I
rolled number two, eight times on trial one, eleven times on trial
two, and eleven times on trial three, for an average of ten. I
rolled number three, fifteen times on trial one, twenty times on
trial two, and six times on trial three, for an average of
fourteen. I rolled number four, twelve times on trial one, seven
times on trial two, and sixteen times on trial three, for an
average of eleven times. I rolled number five, seven times on
trial one, seven times on trial two, and fifteen times on trial
three, for an average of ten. I rolled number six, eight times on
trial one, seven times on trial two, and eight times on trial
three, for an average of eight times.
IV. SUMMARY AND CONCLUSIONS:
When I rolled the die sixty times, it landed on the number one an
average of seven times. It landed on the number two an average of
ten times. It landed on the number three an average of fourteen
times. It landed on the number four and average of eleven times.
It landed on number five an average of ten times and it landed on
number six an average of eight times. The die didn't land on each
number the same number of times. Therefore, I accept my
hypothesis which stated that if I roll one dice sixty times, it
won't land on each number ten times. If I repeated my research
many more times, the data I collected would be closer to that
predicted by probability theory. I need to repeat my research.
V. APPLICATION:
I now know that it doesn't matter which number you pick on a board
game and that landing on a certain number is just luck because
each number on the die has the same chance of landing face up.
TITLE: The Probability of Getting Heads or Tails
STUDENT RESEARCHER: April Needham
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: E. Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to do a research project on probability. I wanted to
know how many times a quarter would land on heads and tails when
flipped 100 times. Probability theory states that the coin should
land on heads 50% of the time and on tails 50% of the time. My
hypothesis stated that when a coin is flipped 100 times, half the
time it will land on heads and the other half of the time it will
land on tails.
II. METHODOLOGY:
First, I wrote my statement of purpose, review of literature, and
hypothesis. Then I made a data collection form, flipped the
quarter 100 times, and recorded how many times it landed on heads
and tails. I repeated this process 2 more times. Next, I wrote
my analysis of data, summary and conclusions, and applied my
findings to the real world.
III. ANALYSIS OF DATA:
On trial one, the quarter landed on tails 63 times and heads 37
times. The quarter landed on tails 46 times and heads 54 times on
trial two. For trial three, tails came up 41 times and heads came
up 59 times. Overall, the coin landed on tails 150 times and
heads 150 time for an average of 50% tails and 50% heads.
IV. SUMMARY AND CONCLUSIONS:
I found that the average number of times the quarter landed on
heads was 50, and tails 50, also. Therefore, I accept my
hypothesis, which stated that when a coin is flipped 100 times,
half of the time it will land on heads and half of the time it
will land on tails.
V. APPLICATION:
Now that I know the chance of getting heads or tails when I flip a
coin is 50/50, I know it doesn't matter which side I pick.
SOCIAL STUDIES SECTION
TITLE: Student Knowledge of Acid Rain
STUDENT RESEARCHER: Andrew Lorenz
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a survey research project to see what students
know about acid rain. My hypothesis states that 50% of the
students that I survey will not know that the sulfur dioxide
produced by burning coal is a major cause of acid rain.
II. METHODOLOGY:
First, I wrote my statement of purpose, reviewed my literature,
and developed my hypothesis. Then I developed my questionnaire.
Next, I took a random sample of 18 sixth grade students and
administered my questionnaire to them. After the questionnaires
came back, I scored them and analyzed the data. Next, I wrote my
summary and conclusion in which I accepted or rejected my
hypothesis. Then I applied my findings to the real world.
Finally, I published my study in a journal of student research.
III. ANALYSIS OF DATA:
Of the 18 questionnaires sent out, 13 were returned. A majority
of 69% of the students surveyed knew that acid rain is the name
for nitric oxides in the atmosphere. A majority of 62% of the
students surveyed knew that acid rain poisoned lakes and farmland.
A majority of 52% of the students surveyed knew that sulfur
dioxide, produced by burning coal is a major cause of acid rain.
A majority of 76% of the students surveyed knew that winds can
carry pollutants thousands of km. from there source. A majority
of 62% of the students surveyed knew that the Clean Air Act was
passed in 1970. A majority of 54% of the students knew that the
NAPAP or the National Acid Precipitation Assessment Program was
created in 1980. A majority of 76% of the students surveyed
agreed that we should stop the burning of fossil fuels which cause
acid rain. A majority of 52% of the students surveyed did not
know that nitric oxides are also causes of acid rain. A majority
of 51% of the students surveyed knew that equipment for cleaning
the air is expensive. A majority of 62% of the students surveyed
knew that sulfur dioxides mixes with nitric oxides to make acid
rain. A majority of 100% of the students surveyed knew that acid
rain can kill trees and lakes.
IV. SUMMARY AND CONCLUSION:
A majority of 52% of the students surveyed knew that sulfur
dioxide produced by burning coal is a major cause of acid rain.
Therefore I reject my hypothesis which stated that 50% of the
students surveyed will know that sulfur dioxide produced by
burning coal is a major cause of acid rain.
V. APPLICATION:
I could apply this data by suggesting that teachers teach more
about the subject of acid rain because it is a serious
environmental problem of today and almost half of the students
don't know a lot about it.
TITLE: Student Knowledge of Human Rights Abuse
STUDENT RESEARCHER: Angela Geraci
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a scientific research project on student
knowledge of human rights abuse. My hypothesis states that a
majority of the responses to my questionnaire will be incorrect.
II. METHODOLOGY:
First, I wrote my statement of purpose and review of literature.
Second, I developed my hypothesis and questionnaire. Third, I
drew a random sample of of 18 6th grade M.M.S. students and
administered my questionnaires to them. I scored my
questionnaires and wrote my analysis of data. Fifth, I wrote my
summary and conclusion and application. Finally I turned in my
abstract to be published in the journal of student research.
III. ANALYSIS OF DATA:
Fifteen of my questionnaires were returned. A majority of 94% of
the students agreed that human rights abuse is a terrible thing.
A majority of 53% of the students said that the descendants of
slaves should not be paid money for human rights abuse shown to
their ancestors. A majority of 73% of the students knew that
Rodney King's human rights were violated. A majority of 93% of
the students knew that human rights violations are occurring in
the U.S.A. A majority of 80% of the students knew that summary
execution is a violation of human rights. A majority of 60% of
the students agreed that human rights abuse takes away your sense
of worth. A majority of 53% said this questionnaire has
influenced their knowledge of human rights.
IV. SUMMARY AND CONCLUSION:
A majority of 63% of the responses to the factual questions on my
questionnaire were correct. Therefore I reject my hypothesis
which stated that a majority of the responses would be incorrect.
V. APPLICATION:
Although a majority of 63% of the responses to my questionnaire
were correct, 37% of the responses were incorrect. Teachers
should teach more about this topic.
TITLE: Geothermal and Nuclear Energy Survey
STUDENT RESEARCHER: Ian Hollis
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
TEACHER: Mr. Vinny Carbone, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to know how much the average fourth and fifth grader knows
about
nuclear and geothermal energy. I think they will correctly answer
40% of the questions on my questionnaire.
II. METHODOLOGY:
I first researched the topics of geothermal power and nuclear
energy. I then put together a questionnaire consisting of 13
questions to either prove or disprove my hypothesis. I passed out
the questionnaire to students at random. I then collected them
and examined my results.
III. ANALYSIS OF DATA:
Fourteen students responded to my questionnaire. Ten students got
the first answer right by saying that there are no waste products
from geothermal energy. Six students were correct by stating that
there was not much usable geothermal energy. Only three students
knew that geothermal energy is heat from the center of the earth.
No one knew that splitting the atom is called fission. No one
knew the advantages of nuclear energy. Only two students knew
that a meltdown and radiation were the disadvantages of nuclear
energy. No one knew how nuclear energy produced electricity. No
one knew the two methods of a nuclear reaction. No one knew how
the nuclear reaction was kept under control. Only five students
knew that geothermal energy was not used world wide. Nine
students were right by stating that we (U.S.A.) use both methods
well. No one knew the name for nuclear fuel which is uranium.
Most of the students knew that Connecticut had a nuclear power
plant.
IV. SUMMARY AND CONCLUSION:
After studying my results, I found that the average fourth and
fifth grader knew only 23% of the answers to my questionnaire.
Therefore I reject my hypothesis.
V. APPLICATION TO LIFE:
I can apply this to life by saying that if teachers want kids to
get higher science grades in the future years, they might want to
teach more about nuclear and geothermal energy in grades 4-5.
TITLE: Student Knowledge About Endangered Species
STUDENT RESEARCHER: April Needham
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do an survey research project on student opinions
and knowledge about endangered and extinct animals. My hypothesis
states that a majority of the students I survey will not know that
936 animals around the world are threatened or endangered.
II. METHODOLOGY:
First, I wrote a statement of purpose and reviewed my literature.
Then I developed a hypothesis and a questionnaire. Next, I drew a
random sample of 18 sixth grade students at Mandeville Middle
School and administered the questionnaire to them. When the
questionnaires were returned to me I scored them and analyzed the
data. Then I wrote a summary and conclusions, accepted or
rejected my hypothesis, and applied my findings to the real world.
III. ANALYSIS OF DATA:
After I sent my questionnaire out, 13 were returned to me. A
majority of 77% of the students knew that 936 animals around the
world are threatened or endangered. A majority of 54% of the
students knew that 70% of all forms of algae living in the
Precambrian seas became extinct. A majority of 54% of the
students knew that 3/4 of the world's bird population are
declining or being threatened. A majority of 62% of the students
disagreed that killing animals for their tusks, horns, shells,
skins, and skulls is a good reason for killing them. A majority
of 56% of the students agreed that it is good that a corner of the
Florida everglades was set aside for the Roseate Spoonbill in
1947. A majority of 92% of the students knew that the Giant Panda
is on the endangered list. A majority of 85% of the students knew
that the Gray Whale is on the endangered list. A majority of 62%
of the students didn't know that there are only 2,500 cheetahs
surviving in Namibia. A majority of 69% of the students knew that
millions of dollars are being set aside for the preservation of
the Atlantic Green Turtle, Loggerhead Turtle, the Blunt-Nosed
Leopard Lizard, and the Colorado Squawfish. A majority of 69%
said that when protecting the survival of animal species comes in
conflict with economic development, protecting the survival of
animal species was more important to them.
IV. SUMMARY AND CONCLUSION:
>From the data, I found that 69% of the responses to my
questionnaire were correct and 31% were incorrect. A majority of
the students knew that 936 animals around the world are threatened
or endangered. Therefore, I reject my hypothesis which stated
that a majority of the students I surveyed would not know that 936
animals around the world are threatened or endangered.
V. APPLICATION:
One application of my findings would be to ask teachers to teach
more about endangerment, because 31% of the students did not know
a lot about endangered animals and they need to know.
TITLE: Cloning: Student Knowledge and Opinions
STUDENT RESEARCHER: Bethany Kurrus
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a survey research project on student knowledge
and opinions about cloning. My hypothesis states that a majority
of the students that answer my questionnaire will think that
scientists should not study the cloning of human beings.
II. METHODOLOGY:
First, I wrote my statement of purpose and review of literature.
Second, I developed my hypothesis and questionnaire. Then I drew
a random sample of 18 students at Mandeville Middle School and
administered my questionnaire to them. When the questionnaires
were returned, I scored them and analyzed my data. Finally, I
wrote my summery and conclusion and application.
III. ANALYSIS OF DATA:
I sent out 18 questionnaires to sixth grade students at Mandeville
Middle School. Fifteen of them were returned. A majority of 90%
of the students felt that scientists should study cloning. A
majority of 70% of the students would like to be cloned. A
majority of the students felt that cloning should be used for
parents that want twins. A majority of 60% of the students felt
that cloning was morally right. A majority of 60% of the students
knew that scientists have already cloned plants and animals. A
majority of 50% of the students felt that scientists should study
the cloning of human beings. A majority of 70% of the students
think that cloning should be used to save endangered animals. A
majority of 70% felt that cloning is important.
IV. SUMMARY AND CONCLUSION:
The majority of the students knew a lot about cloning and felt
that scientists should study cloning and the cloning of human
beings. Therefore, I reject my hypothesis which stated that the
majority of the students would think that scientists should not
study the cloning of human beings.
V. APPLICATION:
I can send this information to the scientists who are debating the
morality of cloning. These findings may help them decide if it is
right or wrong.
© 1994 John I. Swang, Ph.D.