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TABLE OF CONTENTS
Science Section:
1. Stimulus / Response Learning in Animals
2. What Is the Best Conductor of Heat?
3. Does Soil Around Lakes and Steams Neutralize Water?
4. Growing Plants With Light and No Light
5. Does the pH in Lakes, Rivers, and Streams Change From Week to
Week?
Math Section:
1. The Commutative Property of Multiplication
2. The Pythagorean Theorem
Social Studies Section:
1. Student Knowledge of Wind Power
2. Student Knowledge About the Disposal of Solid Wastes
3. Student Opinions About Video Game Violence
4. Student Knowledge of Global Warming
5. How Students Feel About Gay Rights
SCIENCE SECTION
TITLE: Stimuli and Response
STUDENT RESEARCHER: Emily Meyer
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
relationship between a stimulus and a response which results in
learning. My hypothesis states that if I place a dog treat on one
side of the room and have my dog on the other side of the room and
honk a horn, my dog will come running and find the treat, and
eventually, she will learn that when she hears the horn, she will
find a treat if she goes to that side of the room.
II. METHODOLOGY:
First, I wrote my statement of purpose and review of the
literature. Then I developed my hypothesis. Next, I wrote my
list of materials and made my data collection form. To test my
hypothesis, I set a puppy biscuit at one end of the room and had
my dog on the other. I placed the puppy biscuit where she
couldn't see it or me. Then I honked a horn to see if she came
running to find the treat. I repeated this procedure until my dog
learned that when she heard the horn she should come try to find a
puppy treat. I repeated this procedure with my dog starting in
different places, but the puppy biscuit always stayed in the same
place. Then I stopped putting down a puppy biscuit and honked the
horn to see if she would run to find the puppy biscuit. Next, I
analyzed my data and wrote my analysis of data. Then I wrote my
summary and conclusion where I accepted or rejected my hypothesis.
Finally, I wrote my application and applied my findings to the
real world.
III. ANALYSIS OF DATA:
I conducted fifteen trials of my experiment. In the first ten
trials, the treat was in the same spot. In the last five, the
treat was not there. In my first five trials, my dog responded to
the horn after a little while. In the next five trials, my dog
responded almost immediately after I blew the horn. In my last
five trials, my dog immediately responded to the honk of the horn
and ran to find the treat.
IV. SUMMARY AND CONCLUSION:
My data shows that every time I conducted my experiment, my dog
learned a little bit more, until she finally learned that when she
heard the horn, she should run and look for the treat. Therefore,
I accept my hypothesis which stated that my dog would learn to run
to find the treat at the sound of the horn.
V. APPLICATION:
Since my dog will run to a certain spot at the sound of the horn,
I suggest that if you want your dog to eat in a certain spot, you
should teach them like I did in my experiment.
TITLE: What is the Best Conductor of Heat?
STUDENT RESEARCHERS: Dean Cockerham
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 heat
conductivity. I am going to find out which material that I test
conducts heat the best. My hypothesis states that copper will
conduct heat the best.
II. METHODOLOGY:
First, I wrote my statement of purpose. Then I conducted my
review of the literature and wrote my hypothesis. Next, I wrote
my methodology and list of materials. I then created my data
collection form. Next, I took an aluminum rod four decimeters
long and put a small amount of wax on the very end of the rod.
Attached to the wax was a tack. I put the other end of the rod
into a candle flame and recorded the time it took for the wax to
melt and the tack to fall. I then repeated the process using
glass, copper, plastic, and steel rods. Then I recorded my data
and wrote my analysis of data. Next, I wrote my summary and
conclusion, and application.
III. ANALYSIS OF DATA:
The tack fell off the aluminum rod first, in an average time of
1:20. The tack fell off the copper rod second, in an average time
of 1:25. The tack fell off the steel rod third, in an average
time of 3:26. The tack fell off the glass rod fourth, in an
average time of 6:39. The tack on the plastic rod never fell off.
IV. SUMMARY AND CONCLUSION:
I found that aluminum was the best conductor of heat. Therefore,
I reject my hypothesis which stated that copper will be the best
conductor of heat.
V. APPLICATION:
If you are cooking, you could use aluminum pots so the food will
cook quicker.
TITLE: Does the Soil Around the Lakes and Streams Help Neutralize
the Water?
STUDENT RESEARCHER: Taylor Snook, Stephenie Giustino, & Matthew
Cuccaro
SCHOOL: North Stratfield
Fairfield, Connecticut
GRADE: 4
TEACHER: Mr. Carbone
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to find out if soil neutralizes the acidic conditions of
lakes and streams next to it. Our hypothesis states that soil
will neutralize acidic lakes and streams next to it.
II. METHODOLOGY:
Here are our steps for taking the pH levels for soil. First, we
will gather different soils next to different lakes and streams.
We took the samples from different areas around the lakes and
streams. Then we will test the different soils by mixing them
together with distilled water (pH = 7) non-stop for five minutes
and then measure their pH. Lastly, we will make a graph to see
whether the soils neutralized the water. We wanted to find out if
the soils were basic. If they were basic, we knew they would help
neutralize the lakes and streams which are acidic.
III. ANALYSIS OF DATA:
Lakes & Streams Soil Sample pH
Lake Mohegan A. North 5.0
B. South 5.5
C. East 6.0
D. West 5.0
Rooster River A. N.W. 6.5
B. N.E. 4.5
C. S.W. 6.5
Lake Hills A. North 5.5
B. East 5.5
C. West 6.0
D. In Lake 6.0
Cricker Brook A. N.E. 5.5
B. N.W. 5.5
C. North 5.5
V. SUMMARY AND CONCLUSION:
When the soils were mixed with neutral distilled water they
lowered the pH of the water and made it more acidic. The soil
were not basic and did not increase the pH of lakes and streams.
Therefore, our hypothesis was rejected.
VI. APPLICATION:
The data from this report indicates that soils are unable to
neutralize the acidic waters in Fairfield. Since soils are unable
to neutralize lakes and streams, aquatic life such as fish and
under water plant life suffers.
Title: Plant with Light and No Light
Student Researchers: Rebecca Macmillan, Joe Howell, Lucas
Moliviatis, Kile Livingstone, Brandon
Cornell, Amanda Massa, Brandon Ellis,
Cassie Bauer, Jon Rogers, Ben Regenspan
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 sunlight to grow. We
predicted that if a plant did not have sunlight, it would die. We
predicted that if a plant did have sunlight, it would grow.
II. Methodology:
We put a marigold plant in a paper cup. We put in soil. We put
that plant in a cupboard. We put another marigold plant in a
paper cup. We put that plant in the sunlight. We put in the same
amount of soil in each cup. We watered both plants with the same
amount of water. 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
cupboard was greenish-yellow. It was wilting. The plant in the
sunlight was dark green and had two flowers. On the 19th day,
the plant in the cupboard had shriveled leaves. It had turned
brown. It wilted more. The plant in the sunlight was green and
healthy.
IV. Summary and Conclusion:
We learned that plants need sunlight to live.
V. Application:
Make sure that a plant has plenty of sunlight to live.
TITLE: Does the pH in Lakes, Rivers and Streams Change from Week
to Week?
STUDENT RESEARCHERS: Chris Santucci, Courtney Montague, & Ryan
Janssen
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 differ from week to week. Our hypothesis states that
they will change. They will become more acidic.
II. METHODOLOGY:
First, we will research the literature on what acid rain does to
lakes, rivers, and streams. Second we will test the pH in lakes,
rivers, and streams weekly to see if there are changes. We will
get samples of water and then test them. We will test them with
litmus paper.
IV. ANALYSIS OF DATA:
We tested the lakes, rivers, and streams for three weeks. Here
are our
results.
Name: Week 1 Week 2 Week 3
Lake Mohegan 4.5 5.0 5.0
Mill River 5.0 5.5 5.0
Cascades 5.5 5.5 6.0
Owen Fish 4.5 5.5 5.5
Lake hills --- 5.5 5.0
Cricker Brook 5.0 5.0 5.0
Morehouse Highway --- 5.0 6.0
Gould Manor 5.4 5.5 5.5
Horse Tavern 5.5 5.0 4.5
We found out that five went up on the reading and became more
alkaline. Three of them went down on the reading and became more
acidic. One stayed the same.
IV. SUMMARY AND CONCLUSION:
We reject our hypothesis. The majority of the lakes, streams, and
rivers did not become more acidic.
V. APPLICATION TO LIFE:
We now know how acid rain can pollute the lakes, rivers, and
streams and how important it is to keep them clean.
MATH SECTION
TITLE: The Commutative Property of Multiplication
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 scientific research project to see if the
commutative property of multiplication will work. The commutative
property can be stated as A x B = B x A. My hypothesis states
that the commutative property of multiplication will work.
II. METHODOLOGY:
First, I wrote my statement of purpose, reviewed my literature,
and developed my hypothesis. Then I wrote my list of materials
and data collection form. I then began my experiment. I took the
mathematical statement A x B = B x A and substituted values to
make 6 different problems. Then I calculated the answer by adding
sets of objects (ie: pennies) and filled out my data collection
form accordingly. I then wrote my analysis of data, summary and
conclusion, and application. Finally I sent my study to a journal
of student research.
III. ANALYSIS OF DATA:
The first problem stated that 3x2=2x3. I got an answer of 6 when
I added three sets of two objects and an answer of 6 when I added
two sets of three objects. The second problem stated that
6x4=4x6. I got an answer of 24 when i added six sets of four
objects and an answer of 24 when I added four sets of six objects.
The third problem stated that 3x4=4x3. I got an answer of 12 when
I added three sets of four objects and an answer of 12 when I
added four sets of three objects.
IV. SUMMARY AND CONCLUSION:
The commutative property of multiplication worked. Therefore, I
accept my hypothesis which stated that the commutative property of
multiplication will work.
V. APPLICATION:
Now I know that AxB=BxA works and that I don't need to go through
the trouble of using sets when the formula is quicker and finds
the same answer.
TITLE: Pythagorean Theorem
STUDENT RESEARCHERS: Brett Poole
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to do a research project to see if the Pythagorean Theorem
is correct. My hypothesis states that the Pythagorean Theorem
will be correct.
II. METHODOLOGY:
First, I wrote my statement of purpose and my review of the
literature. Second, I wrote my hypothesis and my methodology.
Next, I wrote my list of materials and data collection sheet.
Then I took three right triangles and measured the sides composing
the ninety degree angles. I used the Pythagorean Theorem to
compute the length of the hypotenuse. Then I measured the
hypotenuse. Then I analyzed my data by comparing the two values
for the hypotenuse. Finally, I wrote my summary and conclusion
and applied my data to the real world.
III. ANALYSIS OF DATA:
In my first right triangle, the first leg measured 8cm. The
second leg was 6 cm. When I computed the hypotenuse with the
Pythagorean Theorem it came out to be 10 cm. With the ruler, I
measured it to be 10 cm..
The first leg on my second right triangle was 7cm. and the second
leg was 4 cm. I used the Pythagorean Theorem to compute a
hypotenuse of 8.06 cm. With the ruler, I measured it to be 8 cm.
In my third and final right triangle, my first leg measured 13 cm.
and second leg was 10 cm. When I computed the hypotenuse with the
Pythagorean Theorem it came out to be 16.40 cm. With my ruler, I
measured it to be 16 cm.
IV. SUMMARY AND CONCLUSION:
My data indicated that the Pythagorean Theorem is correct and more
accurate. Therefore, I accept my hypothesis which stated that the
Pythagorean Theorem will be correct.
V. APPLICATION:
If I ever need to walk a diagonal path across a large square park,
I could use the Pythagorean Theorem to find the distance I will
have to walk.
SOCIAL STUDIES SECTION
TITLE: Wind Power
STUDENT RESEARCHER: Neil Cuillo
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
Teacher: Mr. V. Carbone, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to know how much 4th and 5th graders know about wind power.
My hypothesis states that they will get 5 out of the 6 questions
on my questionnaire correct.
II. METHODOLOGY:
First, I will research the topic of wind power. Then I will put
together a survey and pass it out to the fourth and fifth graders
at random. Afterwards I will examine the results.
III. ANALYSIS OF DATA:
Fourteen students took my survey. Here are my results. Nine
students knew that a wind farm is a place where many wind turbines
are set up to produce electrical energy. Four students knew that
one advantage to wind power is there is not any pollution. No one
knew that one disadvantage to wind turbines is the high costs.
Thirteen students knew that the wind turbine produced more energy
than the wind mill. Nine students knew that wind power does not
produce enough energy for the entire world.
IV. SUMMARY AND CONCLUSION:
I thought that students would get five out of the six questions
correct. They only got three questions right. Therefore, I
reject my hypothesis.
V. APPLICATION TO LIFE:
This information could be helpful to humanity because wind power
could be helpful to all humans.
TITLE: Student Knowledge About the Disposal of Solid Waste
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 an survey research project on students'
opinions and knowledge about the control and disposal of solid
waste. My hypothesis states that less than 50% of the students
surveyed will know that the United States produces over 180
million tons of solid waste annually.
II. METHODOLOGY:
First, I wrote my problem, reviewed the literature, and developed
my hypothesis. Then I formulated a questionnaire and sent it to
18 randomly chosen students at Mandeville Middle School. I tallied
the results of the questionnaires and calculated the percent of
correct responses on each question. Then I analyzed my data,
accepted or rejected my hypothesis, applied my project to real
life, and published the complete report.
III. ANALYSIS OF DATA:
Fifteen questionnaires were returned. A majority of 73% of the
students did not know that the USA produces over 180 million tons
of solid waste annually. They believed that only 1 million tons
of solid waste are generated in America annually. A majority of
66% knew that recycling, incineration, and landfills are ways of
dealing with the solid waste problem. A majority of 54% did not
know that landfills are the most widespread method of disposing
solid waste. A majority of 60% did not know that recycling is the
fastest growing method of disposing solid waste. A majority of
53% did not know that harmful gases, lack of space, and toxic
chemicals that pollute ground water supplies are major problems
associated with disposing solid waste in landfills. Half of the
students knew that solid waste incineration was the burning of
waste. 100% of the students agreed that recycling is the most
ecological way to dispose of solid waste. A majority of 58%
disagreed that Americans don't care about how they dispose of
solid waste. A majority of 57% knew that America is the most
wasteful country in the world. A majority of 79% knew that
Philadelphia, New York, Los Angeles, and Chicago were the four
most wasteful cities in the world.
IV. SUMMARY AND CONCLUSION:
On the total questionnaire, there were 52 correct responses and 65
incorrect responses to the factual questions. A majority of 56%
were incorrect responses. A majority of 73% of the students did
not know that America produces over 180 million tons of solid
waste annually. Therefore, I accept my hypothesis which stated
that less than 50% of the students surveyed will know that America
produces over 180 million tons of solid waste annually.
V. APPLICATION:
I could use the information from this project to inform teachers
that students need to be taught more about the growing problem of
solid waste disposal if we are to solve it.
TITLE: Video Game Violence
STUDENT RESEARCHER: Scott Gardner
SCHOOL: Mandeville Middle School,
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to know what the sixth grade students at Mandeville
Middle School thought about violent video games. My hypothesis
states that the majority of the sixth grade students at MMS will
like violent video games and will think that they should not be
banned.
II. METHODOLOGY:
First, I wrote my statement of purpose, reviewed my literature,
and developed my hypothesis. Next, I wrote, administered, and
scored my questionnaire. Then I wrote my analysis of data and
summary and conclusion. Finally, I applied what I learned to the
real world.
III. ANALYSIS OF DATA:
I received back 17 surveys out of the 18 I sent out. Everyone
surveyed played video games on a regular basis. Fourteen students
said they have played a violent video game. Nine of the students
surveyed disagreed with the statement that violent video games
make kids act more violent. Ten students disagreed with the
statements that video games with more blood are more fun than
games without blood and that video games with excessive violence
should be banned. Sega of America now rates their games MA, MA-
13, and GA. The majority of students did not know what they stood
for (mature audiences and general audiences).
IV. SUMMARY AND CONCLUSION:
I partially accepted my hypothesis which stated that the majority
of the sixth grade students at MMS will like violent video games
and will not want them to be banned, because the majority of the
students did not like violent video games, but the majority also
did not think they should be banned.
V. APPLICATION:
I could tell video game retailers that kids like non-violent video
games.
TITLE: Global Warming
STUDENT RESEARCHER: Daniel Dobi
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
TEACHER: Mr. Vinny Carbone, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to find out what the average fourth and fifth grader knows
abut global warming. I think that the average fourth and fifth
grader will be able to correctly answer six out of the nine
questions on my questionnaire about global warming.
II. METHODOLOGY:
I will review the literature and find out information on global
warming. I will then make up a questionnaire from my research. I
will distribute the questionnaire to the fourth and fifth graders
at random. Then I will analyze the results.
III. ANALYSIS OF DATA:
Twelve students responded to my questionnaire. Here are my
results from my questionnaire. Two out of twelve knew that global
warming means the sun warming the earth. Two out of twelve knew
that CFC's cause global warming. Eleven out of twelve knew that
global warming may melt the ice at the North Pole. Eleven out of
twelve knew that without global warming the earth's temperature
would be cooler. Four out of twelve knew that the warmest decade
on record was the 1980's. Four out of twelve knew that global
warming could cause a flood. Four out of twelve knew the name for
the invisible coat of gases that surround the earth is called the
atmosphere. Only one person knew that the atmosphere keeps the
earth from getting too hot. No one knew what happened when there
are too many gases in the atmosphere.
IV. SUMMARY AND CONCLUSION:
I found out that the fourth and fifth graders correctly answered
two out of the nine questions. The majority of students knew the
answers to questions three and four. Therefore, my hypothesis was
rejected.
V. APPLICATION TO LIFE:
This information should encourage us not to pollute. It's bad for
the atmosphere and people.
TITLE: How Students Feel About Gay Rights
STUDENT RESEARCHER: Carolyn Pruitt
SCHOOL: Pineview Middle School
Covington, Louisiana
GRADE: 6
TEACHER: M. Phillips
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to do a survey research project regarding how students feel
about gay rights. This is a very big social issue today with many
people for and against gay rights. My first hypothesis states
that the majority of students surveyed will be for gay rights. My
second hypothesis states that the majority of students surveyed
will agree that gays should be in the military. My third
hypothesis states that the majority of students surveyed will
agree that gay should be able to get married.
II. METHODOLOGY:
First, I will develop my questionnaire and pass it out to the 10
students in my class. Five of the students will be boys and five
will be girls. Then I will gather my questionnaires and analyze
my data. Finally, I will write my summary and conclusion.
III. ANALYSIS OF DATA:
I found that the majority of students did believe in gay rights.
A majority of 70% thought that gays should be in the military.
Only 30% thought that they should be able to get married. A few
were undecided on my questions.
IV. SUMMARY AND CONCLUSION:
I accepted my first hypothesis which stated that the majority of
students surveyed will be for gay rights. I accepted my second
hypothesis which stated that the majority of students surveyed
will agree that gays should be in the military. I rejected my
third hypothesis which stated that the majority of students
surveyed will agree that gay should be able to get married.
V. APPLICATION:
There is too much controversy going on about gay rights. My
findings could be useful information as the debate continues about
gay rights, gays in the military, and gay marriage.
© 1994 John I. Swang, Ph.D.