For more information contact:
TABLE OF CONTENTS
Science Section:
1. Who Can Hold Their Breath The Longest?
2. Which Crane Will Lift More?
3. The Effect Of Length On The Musical Pitch Of Organ Pipes
and Calliope Whistles
Social Studies Section:
1. Student Knowledge of Land Pollution
2. What Do Students Think About Gun Control?
Consumerism Section:
1. The Best Overall Football Magazine
2. Comparing Grocery Store Prices
SCIENCE SECTION
TITLE: Holding Your Breath
STUDENT RESEARCHER: Mr. Carbone's Math Class
SCHOOL: North Stratfield
Fairfield, Connecticut
GRADE: 4
TEACHER: Mr. V. Carbone, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to find out who can hold their breath the longest. We
want to test a sixth, fourth, and third grade class of
students. Our hypothesis states that the sixth graders will be
able to hold their breath the longest.
II. METHODOLOGY:
We tested third and fourth grade students in Connecticut and
sixth grade students in Louisiana. We had each class keep time
as to how long each student could hold their breath. All
students completed two tests. In the first test, everyone took
a deep breath and held it. For the second test, everyone
exhaled and then held their breath.
III. ANALYSIS OF DATA:
Average Time Breath Held Average Time Breath Held
(Inhaled) (Exhaled)
Sixth Grade 43.0 Seconds 23.3 Seconds
Fourth Grade 55.8 Seconds 33.5 Seconds
Third Grade 32.3 Seconds 27.3 Seconds
IV. SUMMARY AND CONCLUSION:
The fourth graders held their breath the longest in both tests.
We rejected our hypothesis. We thought the sixth graders would
be able to hold their breath the longest because they are
bigger than the third and fourth grader. We are not really
sure why the fourth graders won. We do know that we had
trouble with some of the third graders we tested. Some were
fooling around.
V. APPLICATION:
Holding one's breath the longest does not seem to matter on
size or height.
TITLE: Which Crane Will Lift More?
STUDENT RESEARCHER: Chris Pacilio
SCHOOL: Dawson Elementary
Holden, MA
GRADE: 5
TEACHER: Wayne A. Boisselle
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to find out how much Lego machines can lift. My
hypothesis states that the crane with more gears will lift more
than the crane with fewer gears.
II. METHODOLOGY:
First, I wrote my statement of purpose. Next, I wrote my
literature review. Then I wrote my hypothesis. The next
thing I did was build my cranes and perform my experiment. I
built two types of cranes using Lego Dacta Technique II cards
and the LogoWriter Robotics program. The first one I built had
four gears (two large and two small) set up small to large,
small to large. The other crane I built had six gears set up
the same way as the first crane, except I added another small
and large gear. Each crane was attached to a separate base. I
then set up each crane with string and cup to hold weight. I
started off with 50 grams in the first cup and added 50 grams
after each trial. I marked my data on my collection chart.
Then I analyzed my data and accepted or rejected my hypothesis.
Finally, I drew my conclusions and applied my data to the real
world outside of the classroom.
III. ANALYSIS OF DATA:
Crane 1 with six gears lifted 1,700 g. on both trials and crane
2 with four gears lifted 250 g. on both trials.
IV. SUMMARY AND CONCLUSION:
My data shows that crane 1 lifted more than crane 2 both times.
Therefore, I accept my hypothesis which stated that the crane
with more gears will lift more than the crane with fewer gears.
V. APPLICATION:
My report will help people in the work world make stronger
cranes.
TITLE: The Effects of Length on the Musical Pitch of Organ
Pipes and Calliope Whistles
STUDENT RESEARCHER: Don P. Elbers
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Mrs. M. Smith
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
What is the effect of the length of an organ pipe or calliope
whistle on the frequency of the sound produced? My hypothesis
states that I think that decreasing the length of an organ pipe
or calliope whistle will result in tones of higher frequencies.
Lengthening the pipe or whistle will result in the production
of lower frequency tones.
II. METHODOLOGY:
A centrifugal blower was used to supply air to different types
and sizes of organ pipes and calliope whistles. The length of
a whistle or pipe, measured with a tape, was varied. The
musical pitch, measured with a piano tuner and frequency,
monitored with a frequency meter, were recorded as the length
of each device was varied.
III. ANALYSIS OF DATA:
For each pipe or whistle it is shown by the data collected that
an increase in length represents a lowering of pitch and
frequency. A decrease in length causes the pitch and frequency
to increase.
IV. SUMMARY AND CONCLUSION:
The rate of vibration of the air within the pipe or whistle
increases as the length decreases. It appears that sound waves
bounce back and forth within the pipe or whistle, at a higher
rate, over short distances and a lower rate over long
distances.
V. APPLICATION:
If you applied this information to real life you would know how
to tune calliope whistles such as those on the calliope on the
Mississippi Queen Riverboat and organ pipes such as those on
the organ on the City Park Carousel.
SOCIAL STUDIES SECTION
TITLE: What Do Students Think About Gun Control?
STUDENT RESEARCHER: Austin Feldbaum
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to know more about what students think of gun control.
My hypothesis states that students will be for stricter gun
control laws.
II. METHODOLOGY:
First, I wrote my statement of purpose. Then I did my review
of literature and developed my hypothesis. Next, I developed
my questionnaire, drew a random sample of twelve sixth grade
students at M.M.S. and administered my survey to them. Then I
scored my questionnaires, recorded my data on a data collection
sheet and analyzed my data with simple charts and graphs. Then
I wrote my summary and conclusion. Next, I applied what I
found to the real world. Finally, I wrote an abstract of my
research and published it in a journal of student research.
III. ANALYSIS OF DATA:
I sent out twelve gun control surveys and received eleven back.
A majority of seven students thought that citizens should be
allowed to own guns in their homes. A majority of seven agreed
with Congress' decision to ban assault rifles and thought that
there should be a seven day wait before the sale of a handgun.
A majority of eight students thought that Congress should ban
rifle clips with over five bullets. Three of the students
surveyed thought that Congress should pass gun control laws,
five thought that each state should pass laws, two said each
county or parish, and one answered none of the "above". A
majority of eight students surveyed thought that gun control is
our biggest problem in the United States. A majority of six
students said that we should not ban all firearms. Ten
students said that there should be mandatory jail sentences for
all crimes committed with a gun. Seven students thought that
there should be longer jail sentences for second time gun
offenders. Six students did not own a hand gun and only two
did. In order to control gun related problems in the United
States, two students thought that there should be longer jail
sentences for all crimes committed with a gun, one thought that
there should be death sentences for all murders using a gun,
three thought that there should be criminal checks before the
sale of a gun, and one said that gun buyers should be at least
twenty-one years of age.
IV. SUMMARY AND CONCLUSION:
The majority of the students surveyed thought that there should
be stricter gun control laws. Therefore, I accept my
hypothesis which stated that the majority of the students would
be for stricter gun control.
V. APPLICATION:
I could send what I found to the U.S. Congress and state
governments to tell legislators there what sixth grade students
at M.M.S. think about gun control. It could be of help to them
as they debate this problem and try to solve it.
TITLE: Student Knowledge of Land Pollution
STUDENT RESEARCHER: Courtney Lowe
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 how much students know about land pollution.
My hypothesis states that the students will know a moderate
amount about land pollution.
II. METHODOLOGY:
First I wrote my statement of purpose, review of literature,
and hypothesis. Next, I wrote my methodology, developed my
questionnaire, and drew a random sample of twelve sixth grade
students at MMS. Then I administered my questionnaire to the
students at MMS. When the questionnaires were returned I
scored them and recorded my data on a data collection sheet.
Then I conducted my analysis of data with charts and graphs.
Next, I accepted or rejected my hypothesis, wrote my summary
and conclusion, and applied my findings to the world.
III. ANALYSIS OF DATA:
I sent out twelve questionnaires and got them all back. A
majority of 7 students said that pollution was the world's
number 1 problem. A majority of 10 said that you can't ever
permanently get rid of pollution. A majority of 7 knew that
the USA has 1,207 hazardous waste sites. A majority of 10 said
that there was something they could do about pollution. A
majority of 9 students agree that the USA has an environmental
problem. A majority of 9 students did not know that air
pollution decreased between 1978 and 1985 due to the Clean Air
Act passed by Congress. Half of the students knew that along
an average one mile stretch of a US highway you would find
1,457 pieces of litter. A majority of 7 students knew that an
average American throws away 3.5 lbs of trash each day. All
twelve students said that they recycled their trash and garbage
at home.
IV. SUMMARY AND CONCLUSION:
Out of a possible 60 answers to the factual questions, the
students answered 33 or 56% of the questions correctly and 26
or 44% of the questions incorrectly. I therefore accept my
hypothesis which states that the majority of the sixth grade
students will get a moderate amount of the questions correct.
V. APPLICATION:
I can apply my findings to the world by telling people to think
before they throw something away or throw something on the
ground. In order to reduce pollution, students must learn to
recycle, reuse, and conserve energy and natural resources.
CONSUMERISM SECTION
TITLE: The Best Overall Football Magazine
STUDENT RESEARCHER: Jeff Carollo
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find the best overall value for a football
magazine. I will evaluate price, number of pages, quality of
pictures and articles, and the number of advertisements. My
hypothesis states that "Ultimate Sports Football" will have the
best overall value.
II. METHODOLOGY:
First, I stated my purpose, reviewed the literature, wrote my
bibliography, and developed my hypothesis. Next, I made a data
collection form and took it to the local magazine store where I
evaluated five football magazines. I did this by rating
articles and pictures on a one-low to ten-high scale. I also
did this by counting pages and the number of advertisements.
Then I copied the cover price for each magazine. I then
analyzed my data by constructing graphs, charts, and using
simple statistics. Next, I summarized my findings and wrote my
conclusions. Then I applied my findings to the world.
Finally, I published my research.
III. ANALYSIS OF DATA:
"Pro Football" had one ad per 28 pages, ranking second in that
category. It cost four cents per page, ranking fifth in that
category. It ranked 10 on a 1 (low) to 10 (high) scale for the
quality of articles, tying for first in this category. It
ranked fourth overall out of the five magazines.
"Peterson's Football" had one ad per seven pages, giving it
fourth ranking in this category. It cost only two cents per
page, tying it for first in this category. In quality of
articles, it ranked a ten tying it for first again. In quality
of pictures, it ranked ten giving it first place. It ranked
first of the five magazines, overall.
"Ultimate Sports Football" had one ad per 36 pages ranking it
first in this category. It cost only 3 cents per page, tying
it for third place. In quality of articles it, too, ranked a
ten tying it for first. The quality of its pictures scored a
6, ranking it third in this division. It tied for second,
overall.
"Sport" had an ad every other page in the magazine, ranking it
fifth place in this division. It cost three cents per page,
tying it for third. In quality of articles, it scored an 8
ranking it in fifth place. In quality of pictures, it scored a
9 giving it a second place ranking. It ranked fifth, overall.
"Pro Football Review" had one ad per 25 pages, ranking it third
in this category. It cost two cents per page tying it for
first in this category. In quality of articles, it ranked a 10
for a four way tie for first. In quality of pictures, it
scored a 6 tying it for third. Overall ranking of this
magazine was second place.
IV. SUMMARY AND CONCLUSION:
"Peterson's Football" had the best overall value. Therefore, I
reject my hypothesis which stated that "Ultimate Sports
Football" would have the best overall value.
V. APPLICATION:
I now know that "Peterson's Football" is the best overall
football magazine and will use this knowledge while in a
magazine store. I can share this information with my father
who likes reading football magazines.
TITLE: Comparing Grocery Store Prices
STUDENT RESEARCHER: Michael Phillips
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 which local grocery store has the lowest
prices on the ingredients in Jell-O Mud Cups. My hypothesis
states that Winn-Dixie will have the lowest prices on the
ingredients in Jell-O Mud Cups.
II. METHODOLOGY:
First, I wrote my statement of purpose, reviewed the literature
on consumerism, and developed my hypothesis. Then I wrote my
methodology. Next, I made my list of materials and made my
data collection form. Then I went to A&P, Delchamps, Winn-
Dixie, and Piggly Wiggly and found out the prices of the
ingredients in Jell-O Mud Cups. I then wrote my analysis of
data and either accepted or rejected my hypothesis. Next, I
wrote my summary and conclusion and applied my findings to the
world outside of my classroom.
III. ANALYSIS OF DATA:
The price of a 16 oz. package of Oreo Cookies at Delchamps was
$2.99, at A&P it was $2.85, at Winn-Dixie it was $2.58, and at
Piggly Wiggly it was $2.99. The price of a quart of Borden
Skim Milk was $1.09 at Delchamps, $.99 at A&P, $.99 at Winn-
Dixie, and $.99 at Piggly Wiggly. At Delchamps, the price of a
3.9 oz. package of Jell-O brand Chocolate Flavored Instant
Pudding Mix was $.73. At A&P it was also $.73, at Winn-Dixie
it was $.61, and at Piggly Wiggly it was $.99. The price of
one 8 oz. tub of Cool Whip Lite at Delchamps was $1.26. At A&P
it was $1.39, at Winn-Dixie it was $1.33, and at Piggly Wiggly
it was $1.42. A package of 16 oz. plastic cups at Delchamps
was $.90, at A&P t was $1.29, at Winn-Dixie it was $.88, and
at Piggly Wiggly it was $1.42. The price of a package of
Brach's Gummy Worms was $1.35 at Delchamps, $1.39 at A&P, $1.42
at Winn-Dixie, and $1.29 at Piggly Wiggly.
The total cost of all the ingredients in Jell-O mud cups
including the gas to drive to the grocery stores at Winn-Dixie
was $8.26, at Delchamps it was $8.51, at A&P it was $8.80, and
at Piggly Wiggly it was $9.34.
IV. SUMMARY AND CONCLUSION:
In my research, I found out that Winn-Dixie has the lowest
prices on the ingredients in Jell-O mud cups. Therefore, I
accept my hypothesis which stated that Winn-Dixie would have
the lowest prices on the ingredients in Jell-O Mud Cups.
V. APPLICATION:
Next time I make Jell-O mud cups I will go to Winn-Dixie to buy
the ingredients needed.
© 1994 John I. Swang, Ph.D.