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TABLE OF CONTENTS
Science Section:
1. The Effect of Electromagnetic Fields Upon Plant Growth
2. Creating Fingerprints
Social Studies Section:
1. Which Generation Had The Larger Family Size?
2. Student Opinions About War
3. Student Knowledge of World Hunger and Famine
Language Arts Section:
1. What Do Sixth Graders Think About Writing?
2. Student Knowledge of Books and Authors
SCIENCE SECTION
TITLE: The Effect of Electromagnetic Fields on Plant Growth
STUDENT RESEARCHER: Richard Kaufmann
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to know more about the effect of electromagnetic
fields (EMF's) on plant growth. The abbreviation EMF stands
for electromagnetic fields. They are produced when
electricity flows through a wire. The fields are silent and
invisible. Humans are not biologically equipped to detect
them. They go unnoticed even though we're surrounded by EMF's
all the time. You can be exposed to EMF's anywhere electricity
flows such as through power lines, microwave ovens, electric
ranges, electric razors, hair dryers, television sets,
computers, air conditioners, and electric clocks. I chose this
because there is a great deal of controversy about whether
these fields are dangerous to living organisms. My hypothesis
states that electromagnetic fields will have an effect on plant
growth.
II. METHODOLOGY:
First, I wrote my statement of purpose, review of literature
about EMF's possible effect on plant growth, and hypothesis.
Second, I gathered my materials: electric radio/clock, radish
seeds, potting soil, and two identical pots. Then I planted 30
radish seeds in each of two pots. The seeds were planted to a
depth of one millimeter in the potting soil. I placed both
pots in front of a large, sunny picture window. Both pots
received the same amount of sunlight and water each day. The
pots were one meter apart.
I placed the experimental pot on an electric clock/radio and
left it there all through my research. It received a 200
milligauss electromagnetic field coming from the electric
clock/radio. The control pot received normal background EMF
radiation of less than .5 milligauss. The electromagnetic
fields surrounding each plant were measured each day with a
Gauss meter obtained from Central Louisiana Electric Company.
My methodology included several variables which I held
constant: type of seeds, sunlight, amount of water, size of
pots, kind and amount of soil, depth seeds were planted, and
growing temperature. The manipulated variable was the
electromagnetic field applied to experimental plant. The
responding variables included the growth of the plants, the
number of leaves on each plant, the color of the leaves, and
the health of the plants.
I collected the following data and recorded it on a data
collection sheet: date of seed germination, average height of
plants, average number of leaves per plant, color of plants and
general health of plants. I recorded the data for 14 on each
of the two trials. Then I accepted or rejected my hypothesis,
wrote my summary and conclusion, where I accepted or rejected
my hypothesis, and applied my findings to the world outside the
classroom. Finally I published my research in a printed
electronic journal of student research.
III. ANALYSIS OF DATA:
In trial one, all seeds had germinated in the experimental and
control pots after four days. On the fourth day, both the
control and experimental group of plants grew an average of one
and a half centimeters tall. On the fifth day, both groups of
plants grew to an average two and a half centimeters tall. On
the sixth day, the control plants were an average four
centimeters tall and the experimental plants were three and a
half centimeters tall. On the seventh day, the control plants
were six and a half centimeters tall and the experimental
plants were six centimeters tall. On the eighth day, the
control plants were seven centimeters tall and the experimental
plants were six and a half centimeters tall. On the ninth day,
the control plants were an average of eight centimeters tall
and the experimental plants were an average of seven and a half
centimeters tall. On the tenth day of the experiment, the
control plants were eight and a half centimeters tall and the
experimental plants were eight centimeters tall. The plants
stopped growing on the eleventh day. All plants in the control
and experimental pots had two leaves by the end of the ninth
day of the experiment. All plants had two leaves by the end of
the 14th day of the experiment. The color of all plants in the
control and experimental pots was green and their health was
good.
In trial two, all seeds had germinated in the experimental and
control pots after four days. On the fourth day, the control
plants grew to an average of two centimeters tall and
experimental group of plants grew an average of three
centimeters tall. On the fifth day, the control plants grew to
an average three centimeters tall and the experimental plants
grew to an average of four centimeters tall. On the sixth day,
the control plants were an average five centimeters tall and
the experimental plants were six centimeters tall. On the
seventh day, the control plants were six centimeters tall and
the experimental plants were six and a half centimeters tall.
On the eighth day, the control plants were seven centimeters
tall and the experimental plants were six and a half
centimeters tall. On the ninth day, the control plants were an
average of seven centimeters tall and the experimental plants
were an average of seven and a half centimeters tall. On the
tenth day of the experiment, the control plants were seven
centimeters tall and the experimental plants were eight
centimeters tall. The plants in both pots stopped growing on
the tenth day. All plants in the control and experimental pots
had two leaves by the end of the ninth day of the experiment.
All plants had two leaves by the end of the 14th day of the
experiment. All plants were green and were in good health
through out the second trial.
IV. SUMMARY AND CONCLUSION:
The only difference between the two trials was that in the
first trial the control plants which did not receive the strong
electromagnetic field grew to an average height of nine
centimeters while the experimental plants growing in the strong
electromagnetic filed grew to an average height of eight
centimeters. In the second trial, the control plants grew to
an average of seven centimeters and the experimental plants
grew to an average of eight centimeters.
I averaged my data for both trials. The control and
experimental plants both grew to an average height of eight
centimeters tall. The plants in the control and experimental
pots all germinated at about the same time in the first and
second trial. All the plants had two leaves, were green in
color, and in good health by the end of the experiment. I
therefore reject my hypothesis which stated that
electromagnetic fields will have an effect on plant growth. On
average, there was no difference between the growth in the
control and experimental plants.
V. APPLICATION:
I can tell gardeners that EMF's do not seem to effect plant
growth. The findings in this research should not be
generalized to animal and human growth or health. Therefore,
while EMF's may not affect plants growing in a garden, they
still may affect the gardener.
TITLE: Creating Fingerprints
STUDENT RESEARCHER: Sean Wilkinson
SCHOOL: Arnn Elementary School
Sagamihara, Japan
GRADE: 3
TEACHERS: Ms. Blanchard and Ms. Nett
I. STATEMENT OF PURPOSE
I wanted to find out if black sand and tape could be used to
make finger prints. My hypothesis stated that tape and black
sand could be used to make fingerprints.
II. METHODOLOGY
I used black ink, sand, a plate, and clear tape for my
experiment. First, I made some black sand by mixing black ink
with the sand. Next, I put the black sand in the plate. Then
I put my finger in the sand. Finally, I lifted my finger and
placed it on a piece of clear tape to make the fingerprints.
III. ANALYSIS OF DATA
All of the finger prints that I tried to make with black sand
and tape came out very clear. I did not need a magnifying
glass to see the fingerprints.
IV. SUMMARY AND CONCLUSION
I accepted my hypothesis which stated that black sand and tape
could be used to make a good fingerprint.
V. APPLICATION
Police can use tape and black sand to make fingerprints when
they don't have ink or a fingerprint expert available.
SOCIAL STUDIES SECTION
TITLE: Student Knowledge of World Hunger
STUDENT RESEARCHER: Gregory Horn
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to find out what students know about
world hunger. My hypothesis states that a majority of
students will correctly answer 75% of the questions on
my questionnaire about world hunger.
I. METHODOLOGY:
First, I wrote my statement of purpose. Then I reviewed
the literature on world hunger. Next, I developed my
hypothesis and a methodology to test it. Next, I
developed a questionnaire. Then I drew a random sample
of twelve sixth graders to which I passed the
questionnaires out. When they were returned to me I
scored them and recorded the results on a chart. Then
I analyzed my data. Later, I wrote my summary and
conclusion. Then I applied my findings to the world.
Finally, I published an abstract of my research
project.
III. ANALYSIS OF DATA:
I sent out twelve questionnaires and eleven were
returned. The majority of students did not know that
drought, flooding, plant diseases, and war were the
four leading causes of famine. All the students knew
that over one million people died from hunger and
diseases caused by famine in 1984. A majority of
students did not know that more deaths have occurred
because of famine than from every war ever fought in
the world. A majority of 7 students agree that famine
is the very worst of all disasters. A majority of
students knew that China, India, and Russia had
suffered the most from famines. A majority of seven
students knew that a drought in China during the years
1816-1819 killed thirteen million people. A majority of
eight students knew that there was a potato famine in
Ireland which killed over one million people during
1845-1847. Eight students thought we should keep people
from suffering by aiding these countries. One student
thought it was kind of dangerous to aid other
countries. One student said rich countries have their
own problems.
IV. SUMMARY AND CONCLUSION:
Sixty-seven percent of the responses to the factual
questions on my questionnaire were correct. Therefore, I
reject my hypothesis which stated that the students
would answer seventy-five percent the questions
correctly. Students do not know as much about famine and world
hunger as I thought.
V. APPLICATION:
I think teachers should teach more about famine and
the suffering it causes. I think that it would
motivate students to bring in more food items during
the school's food drive.
TITLE: Student Opinions About War
STUDENT RESEARCHER: Teresa Kloepfer
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 what
students think about war. My hypothesis states that the
majority of the students I interview will be against war as
being a way to solve a nation's problems.
II. METHODOLOGY:
First, I wrote my statement of purpose, review of literature,
and hypothesis. Then I wrote my methodology and developed a
questionnaire. Next, I handed 12 of them out to randomly
selected students at Mandeville Middle School. When I got the
questionnaires back I scored them. Next, I analyzed the data
by drawing and creating charts and graphs. Then I wrote my
summary and conclusion and applied my findings to the real
world. Finally, I completed my report and published my
abstract in a journal of the student research.
III. ANALYSIS OF DATA:
I sent 12 questionnaires out and received 11 back. A majority
of 10 students did not think that war was a good way to solve a
nation's problems. Five students were undecided, 4 said no,
and 2 said yes in regards to attacking Cuba and Haiti to
restore democracy. A majority of 8 students said that there
are better ways to solve problems between nations than war.
Half the students knew that 23 major wars are happening in the
90's today. A majority of 7 knew that countries have stock
piled enough nuclear weapons today to destroy the entire world.
A majority of students did not know that Mexico, Canada, and
Switzerland do not have nuclear weapons. The majority of the
students also didn't know the following countries have or are
thought to have nuclear weapons: U.S.A., India, Ukraine, China,
France, S. Africa, Russia, N. Korea, Israel, Great Britain,
Kazakhstan, and Belarus. A majority of 8 students didn't know
that more civilians have been killed in war than soldiers. A
majority of 8 students agreed that war should be eliminated as
a way of solving problems in our world today. Eight out of 11
students said that there are no good reasons for war. Sixty-
five percent of the responses to factual questions on my
questionnaire were incorrect.
IV. SUMMARY AND CONCLUSION:
Even though students did not know much about war, the majority
of them were against war as a way of solving a nation's
problems. Therefore, I accepted my hypothesis which stated
that the majority of students I interviewed will be against war
as a way to solve a nation's problems
V. APPLICATION:
I could send my findings to the United States Congress to tell
legislators there what M.M.S. students think about war. The
legislators should know that students do not think that war is
a good thing.
TITLE: Family Size? Which Generation Had The Larger Family
Size?
STUDENT RESEARCHERS: Mr. Carbone's Math class
SCHOOL: North Stratfield School
Fairfield, Conn.
Grade: 4
TEACHER: Mr. V. Carbone, M. Ed
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to compare our family size to our parents' and
grandparents' family size. We think our parents' family size
is larger than our grandparents' and our own.
II. METHODOLOGY:
We are going to count the members of our family, our parents'
family and our grandparents' family. We defined family to mean
the following: We will count ourselves, brothers, sisters,
parents, and half brothers and half sisters.
We did not count anyone else living in the home.
III. ANALYSIS OF DATA:
We found out that the average family size for our families was
4.1. The average family size for our parents' family was 6.2.
The average family size for our grandparents' family was 6.3.
IV. SUMMARY AND CONCLUSION:
We found out that our grandparents had larger families than our
parents and us. We reject our hypothesis.
V. APPLICATION TO LIFE:
Here are some reasons why our parents and grandparents had
larger families. First of all, it costs more today to have
children. Secondly, it is more expensive today to raise a
family. Finally, we do not need big families to help out with
chores on the farm .
LANGUAGE ARTS SECTION
TITLE: What Do Sixth Graders Think About Writing?
STUDENT RESEARCHER: Amanda Senules
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
attitudes and habits of sixth graders about writing. My first
hypothesis states that sixth grade students would rather print
when they write. My second hypothesis states that sixth
graders would rather write in pen. My third hypothesis states
that more girls like to write than boys. My fourth hypothesis
states that boys write faster than girls.
II. METHODOLOGY:
First, I wrote my statement of purpose, conducted my review of
literature, and developed my hypothesis. Next, I wrote my
methodology. Then I made my questionnaire and drew a random
sample from the population of sixth grade students at
Mandeville Middle School. Then I administered the
questionnaires to the students. When they were returned I
scored them and recorded the results on my data collection
sheet. Then I conducted my analysis of data. Finally, I wrote
my summary and conclusion, applied my findings to everyday
life, and published my abstract in a journal of student
research.
III. ANALYSIS OF DATA:
I handed out 12 questionnaires and 10 were returned. Four
girls responded and six boys responded. A majority of 5 boys
like to write better in print than in cursive. Half of the
girls like to write better in print than in cursive and half
like to write better in cursive. Half of the boys like to
write better in pencil and half like to write better in pen.
The girls were half and half also. A majority of 5 boys like
to write and all of the girls like to write. A majority of 5
boys write at a medium speed when writing a story. A majority
of 3 girls write at a medium speed also. A majority of 4 boys
write daily. A majority of 3 girls write daily also. Three
boys usually write things other than a letter, a Creative
Writing Project, a Research project, or a diary. Two girls
said they usually write a letter. Two other girls said they
usually write things other than Creative Writing Projects, in
their diary, research projects, and letters. A majority of 4
boys would rather write with pencil and paper than a computer
and word processor. A majority of 3 girls would rather write
with paper and pencil, also. A majority of 4 boys say that
girls are better writers than boys. All of the girls said that
girls are better writers than boys. All of the boys say that
girls write more often than boys. Half of the girls say that
girls write more often than boys.
IV. SUMMARY AND CONCLUSION:
The majority of sixth grade students write daily, they print,
and would rather write with a pencil or a pen on paper at a
medium speed. The majority of boys don't like to write and the
girls do. The majority of all of the students think that girls
are better writers than boys.
Therefore, I accept my first hypothesis which stated that sixth
grade students would rather write in print. I accept my second
hypothesis which stated that the students would rather write in
pen. I accept my third hypothesis which states that girls like
to write better than boys. I reject my fourth hypothesis which
states that boys write faster than girls.
V. APPLICATION:
I think that teachers should encourage the students to use the
computer more often because the students seem to not notice how
much easier it is than writing with a pencil and paper. I
think the students overlook the fun of writing and just think
of it as homework. Teachers must find a way to motivate
students, especially boys, to write.
TITLE: Student Knowledge of Books and Authors
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 if 6th grade students at MMS know the
authors of well-known books. My hypothesis states that the
majority of students surveyed will correctly match 60% of the
books with their authors.
II. METHODOLOGY:
First, I wrote my statement of purpose, reviewed the literature
on reading, and developed my hypothesis. Then I wrote my
methodology. Next, I developed my questionnaire. Then I took a
random sample of 6th graders and sent it out to the twelve
students chosen. I then scored the questionnaires when
returned, recorded my results, and wrote my analysis of data.
Then I rejected or accepted my hypothesis, wrote my summary and
conclusion, and applied my findings to the world outside of my
classroom.
III. ANALYSIS OF DATA:
I sent out twelve questionnaires and eleven were returned. A
majority of seven students knew that Mark Twain wrote "The
Adventures of Tom Sawyer." Only two of the students knew that
Robert Louis Stevenson wrote "Treasure Island." Only one of
the students knew that "Robinson Crusoe" was written by Daniel
Defoe. Two of the students knew that C.S. Lewis wrote "The
Tales of Narnia." Only one student knew that "The Hobbit" was
written by J.R.R. Tolkein. Only one student knew that Esther
Forbes wrote "Johnny Tremain." Three of the students knew that
"Old Yeller" was written by Fred Gipson. None of the students
knew that Robert O'Brien wrote "Mrs. Frisby and The Rats of
NIMH." Only one student knew that "Swiss Family Robinson" was
written by Johaan Wyss. None of the students knew that Louisa
May Alcott wrote "Little Women."
Out of one-hundred and ten possible responses from all students
in the study to correctly match books and their authors, only
seventeen were correct.
A majority of five out of seven students who answered the
question, "How important is it to know the authors of the books
you read?" said it was unimportant.
Three of the students surveyed had read the book "The
Adventures of Tom Sawyer." Two of the students had read
"Treasure Island", and two had read "Robinson Crusoe." Only
one of the students had read "The Tales of Narnia", and none
had read "The Hobbit." Four of the students had read "Mrs.
Frisby and The Rats of NIMH", and three had read "Old Yeller."
Two had read "Swiss Family Robinson", and one had read "Little
Women." None of the students had read "Johnny Tremain."
IV. SUMMARY AND CONCLUSION:
In my research, I found out that the majority of sixth grade
students at MMS could not match the authors and titles of well-
known books. Therefore, I reject my hypothesis which stated
that the majority of students would be able to correctly match
the authors and titles of well-known books.
V. APPLICATION:
I could apply my findings to the world by telling teachers to
put more emphasis on requiring students to know the authors of
the books they are reading.
© 1994 John I. Swang, Ph.D.