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TABLE OF CONTENTS
Science Section:
1. Growing Plants With Water and No Water
2. How Acidic Is Rain Water In The USA?
3. The Effect of Heat on the Dispersion of a Substance in Water
4. A Study of the Reflection of Light
Math:
1. The Relationship of Area in Triangles and Rectangles
2. An Algorithm for Converting English Units of Liquid
Measurement
Social Studies Section:
1. The "What's Japan and What's America" Project
2. Mirror Image: A Survey of Hair Color of Couples
3. What's Hot and What's Not: A National Survey of Fads and
Trends
SCIENCE SECTION
Title: Plants With Water and No Water
Student Researchers: Heather Veneble, Scott Burbank, Britni Lott,
David Soule, Noah Godin-Gree, Tony Carlisle,
Josh Kastenhuber, Kenneth Ivy, Carl Willett,
Ashley Singer, Tanya Oltz
School: Enfield Elementary,
Ithaca, New York
Grade: 2
Teachers: Maria Leahy and Daisy Sweet
I. Statement of Purpose and Hypothesis:
We wanted to find out if a plant needed water to live. We
predicted that the plant we watered would live. We predicted that
the plant we did not water would die.
II. Methodology:
We put one marigold plant in each of two cups. We added the same
amount of dirt to each cup. We put both plants in the same place.
We watered one plant almost every day. We did not water the other
plant.
III. Analysis of Data:
After eight days, the plant with water was growing and it was
green. The plant with no water was dying, the leaves were going
down, and the leaves were light green or yellow or brown. After
sixteen days, the plant with water was growing tall, had dark
green leaves, and the flower was opening. The plant with no water
had shriveled or no leaves, and the flower part was dark. It was
dead.
IV. Summary and Conclusion:
We learned that plants need water to grow. Without water the
plants die. Our predictions were true.
V. Application:
We will tell everyone to water their plants to make the plants
grow.
TITLE: How Acidic is Rain Water in the U.S.A.?
STUDENT AUTHOR: Katie Hurd
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
TEACHER: Mr. V. Carbone
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to find out which state in the U.S.A. has the most acidic
rain water. My hypothesis states that New York will have the most
acidic rain water.
II. METHODOLOGY:
First, I will send a letter over the computer asking schools in
the United States to help me on this project. Secondly, I will
send another letter to the people who responded telling them what
to do. Next, I will use their information to find out which state
has the most acidic rain water. The materials I will use are: the
computer, a map of the U.S.A., and a listing of the schools in the
U.S.A. I will also research the topic of acid rain in the
library.
III. ANALYSIS OF DATA:
The states that I wrote to were the following: CT, SC, MN, WI, CA,
PA, NY, GA, CO, VA, NJ, NV, VT, LA, TN, TX, and Washington, D.C.
The states that wrote back were CT, NY (2), and VA.
CT rain water had a pH of 6.5 the first time and 5.5 the second
time. The average rain water pH was 5.25. NY-(1) had a pH of 6.0
the first time and 5.0 the second time. The average pH was 5.1.
NY-(2) had a pH of 4.5 the first time and 4.5 the second time.
The average pH was 4.5. VA had a pH of 6.5 the first time, and
6.5 the second time. The average was 6.5.
IV. SUMMARY AND CONCLUSION:
I found that, out of the three states responding to my survey, NY
had the most acidic rain water with an average pH of 5.1 and 4.5.
Therefore, I accept my hypothesis.
V. APPLICATION TO LIFE:
I can apply this to life because now I can tell New York to be
careful of the rain water around them. New York can also cut down
on the transportation that is in New York. They can also cut down
on the power plants that are putting harmful gases into the air.
TITLE: Dispersion
STUDENT RESEARCHER: Erin LeCorgne
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 research project to determine whether or not
heat affects the amount of time it takes a substance to spread
evenly throughout a cup of water. My hypothesis states that heat
will decrease the amount of time it takes a substance to spread
evenly throughout a cup of water.
II. METHODOLOGY:
First, I wrote my statement of purpose and review of the
literature. Then I developed my hypothesis and wrote my
methodology. Next, I developed a list of materials I used. The
materials I used were three clear glasses, food coloring, an
eyedropper, and a stopwatch. Then, I created an observation and
data collection form. Next, I began my experiment. I filled the
clear glass to the top with water and put 7 drops of food coloring
in glass number one with an eye dropper. This was done very
slowly and carefully. I let the glass sit and timed how long it
took the food coloring to spread evenly throughout the glass of
water. I then took glass number two and filled to the top with
boiling water. Again I put 7 drops of food coloring in glass
number two with an eye dropper. This was done very slowly and
carefully. I let the glass sit and timed how long it took the
food coloring to spread evenly throughout the glass of boiling
water. Then I took glass number three and filled it to the top
with ice water. I put 7 drops of food coloring in glass number
three with an eye dropper. This was done very slowly and
carefully. I let the glass sit and timed how long it took the
food coloring to spread evenly throughout the glass of ice water.
I repeated this procedure three more times. When I finished, I
put the information on my observation form. Then I analyzed my
data and accepted or rejected my hypothesis. Next, I wrote my
summary and conclusion. I then applied my findings to the real
world. I finally put my abstract on the computer to be published
in the electronic and printed journals of the student researchers.
III. ANALYSIS OF DATA:
The results of my experiment show that the hot water dispersed the
food coloring more quickly than the cold water. The hotter the
water was the more quickly it dispersed the food coloring. This
is because in the hot water the molecules are moving faster than
in the cold water.
IV. SUMMARY AND CONCLUSION:
For my four trials, with the different temperatures of water, the
hot water dispersed the food coloring the quickest. Therefore, I
accept my hypothesis which stated that heat will decrease the
amount of time it takes a substance to spread evenly throughout a
cup of water.
V. APPLICATION:
If you want something to disperse quickly in a liquid you should
heat the liquid.
TITLE: The Reflection of Light
STUDENT RESEARCHER: Alan Leung
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 concept
that light waves reflect off smooth surfaces at the same angle
they hit them. I want to see if this is true. My hypothesis
states that light waves do reflect off smooth surfaces at the same
angle they hit them.
II. METHODOLOGY:
First, I wrote my statement of purpose. Then I wrote my review of
literature. Next, I developed my hypothesis. Then I wrote my
methodology. Next, I wrote my list of materials. Then I
developed my observation @ data collection form. Next, I began my
experimentation, observation, and data collection. I did my
experimentation by covering the lens of a flashlight with a black
piece of paper. I then cut a hole at the edge of the paper so
that only one ray of light could escape. Then I put a white piece
of paper on the floor and put the mirror's edge on the paper so
that a right angle was made. I laid the flashlight down on the
white paper with the hole on the black paper covering the lens
next to the floor. I set the flashlight at several angles to the
mirror on the floor. Then I shined the flashlight at the mirror.
I drew a line on the white paper following the ray hitting the
mirror and the ray reflecting from the mirror. I then drew a line
running perpendicular to the mirror from the vertex of the angle
which the lines made and used a protractor to measure the two
angles created. I repeated this procedure for each angle. Then I
wrote my analysis of data. Next, I wrote my summary and
conclusions where I accepted or rejected my hypothesis. Then I
applied my findings to the real world. Last, I sent my abstract
to the national journal of student research.
III. ANALYSIS OF DATA:
I found that the in-going and out-going rays of light had the same
angle. For the first trial, I shined the flashlight at the mirror
at a 29 degree angle and the light reflected off at a 29 degree
angle. For the second trial, I shined the flashlight at the
mirror at a ten degree angle and the light reflected off at a ten
degree angle. For the third trial, I shined the flashlight at the
mirror at a 19 degree angle and the light reflected off at a 19
degree angle.
IV. SUMMARY AND CONCLUSION:
My research indicates, that light reflects off smooth surfaces at
the same angle it hits them. Therefore, I accept my hypothesis
which states that light waves do reflect off smooth surfaces at
the same angle they hit.
V. APPLICATION:
I will use my new knowledge to rearrange the mirrors in my room so
that it will be brighter inside.
MATH SECTION
TITLE: The Area of Triangles and Rectangles
STUDENT RESEARCHER: Alan Leung
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 area of
triangles. I want to know if the area of a triangle is actually
equal to one half the area of a rectangle. The formula for
finding the area of a triangle is A = 1/2 BH, which means one half
times base times height. The formula for finding the area of a
rectangle is A = BH, which means base times height. My hypothesis
states that the area of a triangle is equal to one half the area
of a rectangle.
II. METHODOLOGY:
First, I wrote my statement of purpose. Then I wrote my review of
literature. Next, I developed my hypothesis. Then I wrote my
methodology. Next, I wrote my list of materials. Then I created
my observation @ data collection form. Next, I began my
experimentation. I did this by drawing several pairs of right
triangles with different sizes and cut them out. Then I put two
equivalent triangles together in as many ways as possible to find
if they could be put together to make a rectangle. Then I wrote
my analysis of data. Next, I wrote my summary and conclusions
where I accepted or rejected my hypothesis. Then I applied my
findings to the real world. Last, I sent my abstract to the
national journal of student research for publication.
III. ANALYSIS OF DATA:
I found that the first pair of right triangles with a hypotenuse
of two centimeters could be put together into a rectangle. The
second pair of right triangles with a hypotenuse of 4.5
centimeters could be fit together to make a rectangle. The third
pair of right triangles with a hypotenuse of seven centimeters
could be fit together to make a rectangle, also. The fourth pair
of right triangles with a hypotenuse of 11.5 centimeters could
also be put together into a rectangle. The fifth pair of right
triangles with a hypotenuse of 13 centimeters also could be put
together into a rectangle. Also, the sixth pair of right
triangles with a hypotenuse of 16 centimeters could be put
together into a rectangle.
IV. SUMMARY AND CONCLUSION:
All the right triangles could be put together into rectangles.
This means that a triangle is half the area of a rectangle.
Therefore, I accept my hypothesis which states that the area of a
triangle is equal to one half the area of a rectangle.
V. APPLICATION:
My research shows that the formula for finding the area of a
triangle is correct. Therefore, if I want to find the area of a
triangle, I will use the formula instead of doing it physically.
TITLE: An Algorithm For Converting English Units of Liquid
Measurement
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 conversion
of English units of liquid measurement the algorithm:
%----> <----X
tb oz c p q gal.
\ / \ / \ / \ / \ /
2 8 2 2 4
To use the algorithm, you take a unit of liquid measurement like
two cups. If you were changing it into pints, you would divide by
2 because there are two cups in every pint. If you were changing
it into tablespoons, you would multiply by 16 because there are 16
tablespoons in every cup. My hypothesis states that the algorithm
will give correct conversions of English units of liquid
measurement.
II. METHODOLOGY:
First, I wrote my statement of purpose and review of the
literature. Next, I developed my hypothesis. Then I listed my
materials and made my data collection form. To test my
hypothesis, I first made a conversion chart for liquids, which
looked like this. Then I worked out several conversions on the
chart. The conversions I made were: 7 quarts to ____ gallons, 8
cups to ___ pints, and 16 ounces to ___ cups. Then I did the
conversions in real life and compared the conversions. I then
recorded this data on my data collection sheet. I repeated this
procedure three times. Next, I analyzed my data and wrote my
analysis of data and made my charts and graphs. Then I wrote my
summary and conclusion and accepted or rejected my hypothesis.
III. ANALYSIS OF DATA:
In my experiment, I used an algorithm and then actually worked out
three conversions. In my first trial, the conversion being made
was 7 quarts to gallons. The algorithm outcome was 1.75 gallons.
When I worked out the conversion the outcome was 1.75 gallons. In
my second trial, the conversion being made was 8 pints to cups.
The outcome according to the algorithm was 16 cups. The outcome
when I worked out the problem was 16 cups. In my final trial, the
conversion being made was 16 ounces to cups. The algorithm
outcome was 2 cups. When I worked out the conversion chart, the
outcome was 2 cups.
IV. SUMMARY AND CONCLUSION:
I found that the outcome I got when I worked out the conversion
and the outcome according to the algorithm were exactly the same.
Therefore, I accept my hypothesis which stated that the algorithm
will give correct conversions of English units of measurement.
V. APPLICATION:
You should use a conversion chart because it is faster, simpler,
and you get the same answer as when you physically work the
conversion out.
SOCIAL STUDIES SECTION
TITLE: The "What's Japan & What's America" Project
STUDENT RESEARCHER: Karen Parker
SCHOOL ADDRESS: Chaparral High School
3850 Annie Oakley Dr.
Las Vegas, NV 89121
GRADE: 12
TEACHER: Larry Wood
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
The "What's Japan & What's America" (WJWA) project began last
September at the beginning of the school year. This was a
cooperative educational project. Five high schools in Japan and
five in America participated. The students involved in the
program wanted to learn more about each others' culture and began
asking their foreign peers questions about topics ranging from
school to AIDS to future aspirations. Our hypotheses stated that
a friendship between American and Japanese students would be
formed and that students would learn more about each others'
culture.
II. METHODOLOGY:
Chaparral High School recently invested in the world of
telecommunications. The teachers and students had no idea how
much this type of learning tool would broaden their educational
experiences. The WJWA project was the first one ever of its kind
to be offered, so none of the participants knew what to expect.
We hoped, however, that we would establish a friendly relationship
with our peers abroad, and learn about each other at the same
time. This was accomplished by the end of the project and will
serve as a model for the projects to come.
Resources required for the project included: 1) a computer with a
modem, 2) a project coordinator, 3) students who are interested in
learning about other cultures, and 4) a bilingual teacher and/or
coordinator to interpret what the
students were saying to one another. This project was conducted
in a structured and inspiring manner. Through the use of today's
technology, students in Japan and America were able to communicate
with each other quite conveniently. Because telecommunications
allowed the students to use their own voices and do so much,
unlimited possibilities were, literally, at their fingertips.
Each of the ten students at each school involved asked and
responded to questions from the foreign schools. Yoko Koneko, a
Japanese coordinator working in Japan for a Japanese education
company called APICNET translated and oversaw what the students
were exchanging and then related the messages back to one another.
The exchange between our class and the others was sporadic. We
would get into peer response groups, 4 groups, each with 3-4
students, discuss their answers to our questions and answer the
questions they asked of us, and try to reply as fast as possible.
We received mail from the Japanese students more than once about
three weeks. A Japanese film crew visited us, complete with
interviewing me and two of my class mates, filming the school, and
taking shots of our computer classroom. Besides group discussion
about the information we received back from the schools, we worked
on a Joint Declaration which contained our solutions to the many
threats in the world today. The way we wrote this was directly
related to what we learned about each other from our
telecommunication exchanges.
III. ANALYSIS OF DATA
As American students, we found out that Japanese students had some
pre-existing notions about the American society and what its kids
were like. For instance, many of the questions the Japanese
students asked concerned gangs, drugs, AIDS, and violence. Some
Japanese students assumed that the majority of American high
school teenagers were allowed to engage in sex while at school.
Others asked us how many motorcycle gangs we have in our
neighborhoods. The questions they asked were centered around the
most pressing issues that face American youth today. While their
questions, for the most part, did touch most of the more prevalent
problems in our society, they did not consist of merely these.
Amazingly, both Japanese and American students were able to
discuss the shaky politics between our countries, see the others'
perspectives, and begin to work on solving these problems so that
our generation could live in a harmonious fashion some day.
IV. SUMMARY & CONCLUSION
The "What's Japan & What's America" creators accomplished what
they had set out to do. The students that were involved in the
project benefitted tremendously. Stereotypes dissolved as
friendship and knowledge blossomed together. The students were so
interested in communicating that they did not realize how much
they had learned about each other until the project was over.
Therefore, our hypotheses which stated that a friendship between
American and Japanese students would be formed and that students
would learn more about each other's culture was accepted.
V. APPLICATION
The "What's Japan & What's America" project served as a positive
model that other schools will hopefully try to emulate. This is a
prime example of how productive and positive education can be when
coupled with telecommunications and the aspirations inside of the
youth around the world. The students had to overcome many
barriers, including cultural dispositions, history (the bombing of
Hiroshima was discussed in depth),
language, and different ways of dealing with people. Overcoming
these barriers lead to the success of the project. In a world
where anger, apathy, and violence run rampant, programs like
"What's Japan & What's America" offer more than a glimmer of hope
in the young eyes of disillusioned students. If more countries
would become involved in hearing what each other has to say, I am
sure there would be a lot less turmoil than there is today.
TITLE: "Mirror Image"--Hair Color of Couples
STUDENT AUTHOR: Brian Lande
GRADE: 6
SCHOOL: WindyCreek Homeschool
706 Sussex Road
Wynnewood, PA 19096-2414
TEACHER: Mrs. Nancy Lande
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I have noticed that married couples often seem to have the same
color hair as each other. I was curious to find out if this is
really true. I wondered if people tend to choose mates who look
similar to themselves and who have the same hair color as they do.
My hypothesis for this study is that I think that over 50% of the
couples in our area have the same hair color as each other.
II. METHODOLOGY
I have looked for literature on this topic and have found none.
The closest I could find was about animal mating behavior. In
animal behavior, usually only like breeds mate with each other.
This would help me to think that this might carry over to humans
and the way they look similar. Next, I developed a statement of
purpose and my hypothesis. I determined how many people I would
need to sample and then I developed a tally sheet. I randomly
chose 80 couples and administered my questionnaire to them. I put
my hair color question on a few computer bulletin boards also to
get more responses. For older couples with gray or white hair, I
went up to them and asked them if they had the same color hair
when they met. I scored my tally sheet then analyzed my data. I
then wrote my summary and conclusion.
III. ANALYSIS OF DATA
I randomly sampled 80 couples who were in line at theaters, at
restaurants, shopping, at a science fair, and on electronic
bulletin boards. I administered my questionnaire to the 80
couples and I have found that 65 couples with the same color hair
(black-black, brown-brown, light brown-light brown, red-red,
blonde-blonde) and 25 couples with different color hair. The
percentage of couples with the same color hair is 67%.
IV. SUMMARY AND CONCLUSION
Of the 80 couples that I surveyed, over 50% of them have the same
hair color as each other. Therefore I accepted my hypothesis. I
hope someday to see if there is a reason why this is so. My guess
is that people feel that they have more in common with other
people who have the same color hair as themselves and therefore
seem comfortable and familiar to each other.
V. APPLICATION:
If people are more aware of some of the hidden things that
influence their choice of a mate, maybe they will be able to make
better decisions. The more people know about how and why they
make decisions the better off they will be. I also think that
this information could help in the advertising field. Maybe all
models for products don't really have to be tall, blonde, and good
looking. Maybe people would feel more comfortable with ordinary
people who look more like themselves.
TITLE: What's Hot & What's Not
STUDENT RESEARCHERS: Ari Liner, Ben Filler, Ben Shepard, Joe
McGibbon
SCHOOL ADDRESS: The Roeper School
Bloomfield Hills, MI
GRADE: 4
TEACHER: Heidi Wagner
STATEMENT OF PURPOSE AND HYPOTHESIS:
'What's Hot & What's Not' is a survey to find out the fads and
trends around the country and the world. Our first hypothesis
states that kids everywhere pretty much like the same things. Our
second hypothesis states that there will be differences between
countries and between regions of the US.
METHODOLOGY:
We will put out a six question survey on the Intercultural Email
Classroom electronic mailing list. After two weeks, all of the
responses received will be tabulated and summarized.
ANALYSIS OF DATA:
We received 15 responses from individuals and/or classes from Ft.
Collins, Colorado, Miami, Florida, Naples, Florida, Pensacola,
Florida, Columbia, Missouri, Harrisburg, Pennsylvania, Lubbock,
Texas, Connecticut, Nebraska
Here are the results:
2. WHAT IS THE BEST TELEVISION SHOW?
a) Martin/Home Improvement (tie),
b) Full House, c) Saved by the Bell
3. WHAT IS THE BEST MOVIE?
a) Mrs. Doubtfire, b) Beauty and the Beast,
c) Aladdin
4. WHAT FOOD DO YOU LIKE?
a) Pizza, b) Ice cream, c) Chinese
5. WHAT KIND OF MUSIC IS THE BEST?
a) Rap, b) Rock'n'Roll, c) Heavy Metal
6. WHAT KIND OF CLOTHES ARE IN FASHION?
a) Baggy clothes, b) T-shirts and shorts,
c) 70's style (bell bottoms, chokers, etc.)
These were the top answers in each category, however, there were a
lot of other responses that only received one or two votes
SUMMARY AND CONCLUSION:
We found out that there was a lot more variety of interests around
the country than we expected. The top vote getters in each
category were not surprising, so we accepted our first hypothesis
which stated that kids everywhere pretty much like the same
things. But there were a lot of other vote getters that weren't
represented in the final tally. This was due to the differences
between regions of the US. Therefore, we accepted our second
hypothesis.
APPLICATION:
This research has made us aware of the diversity of what other
kids like from around the country.
© 1994 John I. Swang, Ph.D.