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TABLE OF CONTENTS
1. Sink or Float?
2. The Effect of Temperature on Yeast Growth
3. When To Water Plants
4. Water Freezing Experiment
5. Can A Student's Perception Be Predetermined?
6. The Effect of Water Pollution On Seed Sprouts
7. The Effect of pH on Plants
8. A Comparison of Salt and Sugar Crystals
TITLE: Sink or Float?
STUDENT RESEARCHERS: Jose Pachero, Inge Estrada, Roberta
Tederspiel, Maria Oconitrillo, Barbara
Rodriquez, Monica Hernandez
SCHOOL: Lincoln School
San Jose, Costa Rica
GRADE: 2
TEACHER: Elizabeth Taylor
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to know what will happen when raisins and popcorn
kernels are dropped into plain and soda water. Our hypothesis
stated that the raisins and popcorn kernels will float in the soda
water.
II. METHODOLOGY:
=46irst, we poured plain water into a cup. Second, we dropped
several raisins into the water. Third, we dropped several popcorn
kernels in the water. Then we observed to see if they sank or
floated. Next, we dissolved a seltzer tablet in a cup of water
and dropped several raisins and popcorn kernels in the soda water.
We observed to see if they sank or floated.
III. ANALYSIS OF DATA:
We found out that the raisins and popcorn kernels sank in plain
water and floated in the soda water.
IV. SUMMARY AND CONCLUSION:
Things float in soda water. Therefore we accept our hypothesis
which stated that the raisins and popcorn kernels will float in
the soda water.
TITLE: The Effect of Temperature on Yeast Growth
STUDENT RESEARCHER: Julia Sandler
SCHOOL: Lakeridge Elementary
Mercer Island, WA
GRADE: 4
TEACHER: Tarry Lindquist
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I wanted to find out what temperature was best for yeast growth.
My hypothesis stated that the yeast would grow best at 110=B0 F
because the package said that the water temperature should range
from 105=B0 to 115=B0 F.
II. METHODOLOGY
I used 9 different cups of water. The temperature of the water in
each cup increased by 10=B0 F starting at 70=B0 F. In each cup, I put
the same amount of yeast. I let it rest for 5 minutes to allow
the yeast to grow. Then I put a drop of liquid from each cup on a
slide and counted the cells. I recorded how many cells I saw from
each cup.
III. ANALYSIS OF DATA
I found that I really didn't know how difficult this experiment
could be. At 70=B0 F, there were 104 cells; at 80=B0 F, there were
179 cells; at 90=B0 F, there were 156 cells; at 100=B0 F, there were
232 cells; at 110=B0 F, there were 216; at 120=B0 ., there were 96
cells; at 130=B0 F, there were 64 cells; at 140=B0 F, there were 47
cells and at 150=B0 F, there were 35.
IV. SUMMARY AND CONCLUSION
The yeast grew best at 100=B0 F. I cannot believe that the package
was incorrect. I should have made a more intelligent hypothesis
and shouldn't have relied on the package. Therefore, based on my
data I reject my hypothesis.
TITLE: When to Water Plants
STUDENT RESEARCHER: Patrick Thorsvig
SCHOOL: Lakeridge Elementary
Mercer Island, WA
GRADE: 4
TEACHER: Tarry Lindquist
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I wanted to find out if watering one plant at 8:00 A.M., one at
12:00 noon, and one at 8:00 P.M. would make a difference in plant
growth. My hypothesis stated that there would be a significant
difference in the growth of plants watered at different times of
the day.
II. METHODOLOGY
I took fifteen seeds and planted them in three pots in the same
amount of soil. I planted five seeds in each pot. I watered each
pot with 1/4 cup of water at different times of the day.
III. ANALYSIS OF DATA
Two seeds sprouted on the 6th day in the pot watered at 8:00 P.M..
One seed sprouted on the 8th day in the pot watered at 12:00 noon.
Two seeds sprouted on the 7th day in the pot watered at 8:00 A.M..
The plants in the pot watered at 8:00 P.M. grew to 1 1/2 inches.
The plant in the pot watered at noon grew to one inch. The plants
watered at 8:00 A.M. grew to 1 1/4 inches.
IV. SUMMARY AND CONCLUSION
The plants watered at 12:00 noon grew the least. The ones watered
at 8:00 A.M. were a little smaller than the ones watered at 8:00
P.M.. I accepted my hypothesis because there would be an
observable difference in the rate of growth of plants watered at
the different times. Watering at different times of the day does
affect plant growth.
TITLE: Water Freezing Experiment
STUDENT RESEARCHER: Steve Harris
SCHOOL: Lakeridge Elementary
Mercer Island, WA
GRADE: 5
TEACHER: Tarry Lindquist
I. STATEMENT OF PURPOSE
I wanted to find out if different types of water freeze faster or
slower. I observed the effect of freezing distilled water, tap
water, and salt water. My hypothesis stated that distilled water
would freeze sooner than the other two types.
II. METHODOLOGY
When I did my project I had 3 glasses full of water, one control,
and two experimental. I put the same amount of water in each
glass. I put all glasses in the same spot of the freezer. The
only difference was the water. The control glass had distilled
water in it. The first experimental glass contained salt water
and the other experimental glass contained tap water. I recorded
my data at 30 minute intervals. I checked to see if the water was
frozen. When it froze I measured how thick it was and measured
its temperature. I then analyzed my data, accepted or rejected my
hypothesis, and wrote a summary and conclusion.
III. ANALYSIS OF DATA
The control water which was distilled water was 45=B0 F after 1/2
hour in the freezer. After one hour it was frozen at 32=B0 F. The
tap water was 56=B0 F after 1/2 hour, 40=B0 F after one hour, and was
finally frozen at 90 minutes. The salt water went down to 34=B0 F
in one hour and was frozen 1/2 hour later.
IV. SUMMARY AND CONCLUSION
The glass with distilled water froze first. Salt water froze at
the same time as tap water. I accept my hypothesis because
distilled water did freeze sooner that the other two types. The
mineral content of water does affect the freezing time.
TITLE: Can A Student's Perception Be Predetermined?
STUDENT RESEARCHER: Michelle Reagan
SCHOOL: Mandeville Middle
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino M. Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to find out if students' perception can be influenced
in a predetermined way. My hypothesis states that the picture a
student first sees will effect what they see in a second picture.
II. METHODOLOGY
=46irst, I wrote my statement of purpose, review of literature, and
developed my hypothesis. Next, I got a picture of an old lady,
young lady, and the Thematic Appreciation Test (TAT) picture which
can be seen as either a young or old lady. I put 12 students into
two groups, 3 boys and 3 girls in each group. I showed one group
the old lady and then let them tell me if they saw the old or
young lady in the TAT picture. I showed the second group the
young lady and then let them tell me what they saw in the TAT
picture. I recorded what they told me on a data collection form.
I did my analysis of data, summary and conclusion, and applied my
data to the real world.
III. ANALYSIS OF DATA
Of the 6 students that were shown the old lady, four saw the old
lady in the TAT picture and 2 saw the young lady. Of the 6
students that were shown the young lady, four saw the young lady
in the TAT picture and 2 saw the old lady.
IV. SUMMARY AND CONCLUSION:
The majority of the students that were shown a picture of an old
lady saw the old lady in the TAT picture. The majority of the
students that were shown the picture of a young lady saw the same
in the TAT picture. Therefore, I accept my hypothesis which
stated that the picture a student first sees will effect what they
see in a second picture.
V. APPLICATION
I can apply my data to the real world by using my experiment to
teach people that there is more than one way of looking at things
and that two people can see different things in the same picture.
TITLE: The Effect of Water Pollution On Seed Sprouts
STUDENT RESEARCHER: Kyle Digby
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out if seeds would grow better in clean water or
polluted water. My hypothesis stated that the seeds in clean
water will grow better than the seeds in polluted water.
II. METHODOLOGY:
=46irst, I developed a statement of purpose, reviewed my literature,
and developed my hypothesis. Then I filled two equally sized
plastic flower cups with soil. Next, I sprinkled one teaspoon of
cabbage seeds on the soil in each flower cup. Then, for the next
ten days, I gave each cup three teaspoons of water, clean water
for the control and polluted for the experimental, each day. I
observed what had happened to the seeds in each cup and recorded
what I saw. After this I analyzed my data, rejected or accepted
my hypothesis, wrote a summary and conclusion, applied what I
learned to the real world, and published my research.
III. ANALYSIS OF DATA:
The seeds did not germinate till the fourth day. On the fifth and
sixth day, 19 of the seeds watered with tap water had sprouted.
On the fifth day, 8 of the seeds watered with polluted water
sprouted and by the sixth day there were 11 sprouts in all. On
the last day, 23 of the tap water seeds had sprouted and only 16
of the polluted water seeds had sprouted.
IV. SUMMARY AND CONCLUSION:
The seeds watered with tap water had more sprouts than the ones
watered with polluted water. Therefore, I accepted my hypothesis
that stated the seeds watered with clean water would grow better
than the ones watered with polluted water.
V. APPLICATION:
I can apply my findings by watering my seeds with clean water and
not polluted water.
TITLE: The Effect of ph on Plants
STUDENT RESEARCHER: Jacqueline Warden
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to know how plants react to water with different ph's. My
hypothesis states that the plant watered with the a basic liquid
will grow taller than the plants watered with tap water, acidic
water, and polluted water.
II. METHODOLOGY:
=46irst, I wrote my statement of purpose, review of literature, and
hypothesis. Then I took four water ph's - water, water and
vinegar, milk, and polluted water. Next, I added each of them to
a different plant, waited two weeks and recorded the results for
each week on my data collection sheet. After, that I wrote my
analysis of data, summary and conclusion, and application.
=46inally I wrote my abstract.
III. ANALYSIS OF DATA:
The following data was collected through the experiment: During
week one, the plant watered with tap water was growing the
fastest. During week two, the plant watered with tap water was
still growing the fastest. The plant watered with milk was dying
and fungus was growing on it, the plant watered with vinegar was
already dead, and the plant watered with polluted water was dying
very slowly.
IV. SUMMARY AND CONCLUSION:
The plant watered with tap water grew the fastest. Therefore I
rejected my hypothesis which stated that the plant watered with
the a basic liquid will grow taller than the plants watered with
tap water, acidic water, and polluted water.
V. APPLICATION:
I can use the information I collected to aide scientists in the
study of how different pollutants affect plant growth.
TITLE: A Comparison of Salt and Sugar Crystals
STUDENT RESEARCHER: Gretchen Hines
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to know if salt and sugar crystallize into the same
shape. My hypothesis states that salt and sugar will crystallize
into the same shape.
II. METHODOLOGY:
=46irst, I wrote my statement of purpose and reviewed the literature
about the topic. My hypothesis was then written. Next, I wrote
my list of materials and developed a data collection sheet. My
experiment then began: I put water in a pot and began to boil it.
I poured in salt until it would no longer dissolve. This solution
was placed in a jar. I tied a string to a pencil and let the
string hang into the jar. I let it sit. The solution began to
evaporate and crystals began to form on the string. I repeated
this with the sugar. I recorded my observation on a data
collection sheet. I wrote an analysis of data and rejected or
accepted my hypothesis. Finally a summary, conclusions, and an
application were written
III. ANALYSIS OF DATA:
After eight days of watching the crystal growth of the salt and
sugar, I saw enough crystal to record their shape. The salt
crystallized into a cubic square shape. The sugar crystallized
into more of a triangular shape.
IV. SUMMARY AND CONCLUSION:
The salt crystals were cubed and the sugar crystals were more
triangular. Therefore, I rejected my hypothesis which stated that
the salt and sugar would crystallize into the same shape.
V. APPLICATION:
Now when I see rock candy at the candy counter, I will know why it
takes a different shape than the rock salt in my grandmother's ice
cream freezer.
TITLE: The Effect Of Polluted Water On Plant Growth
STUDENT RESEARCHER: Paul Laperouse
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to know if polluted water affects the growth of plants.
My hypothesis stated that the seeds watered with polluted water
will not grow as tall or have as many leaves as the seeds watered
with tap water.
II. METHODOLOGY:
=46irst, I wrote my statement of purpose, review of literature, and
developed my hypothesis. Next, I got all the materials to begin
my experiment. After that I began my experiment by putting the
same amount of soil into two plant pots and topped the soil with
Sugar Ann Snap Peas. Next, I watered one of the pots with
polluted water and the other pot with tap water. Then I watered
each pot every day for ten days with the same amount of water. I
also took pictures of the progress of the seeds. I observed for
the height of plants, number and % of seeds sprouted, color of
leaves on plants, and day of seed germination. Finally, I filled
out my data collection sheet, analyzed my data, accepted or
rejected my hypothesis, wrote my summary and conclusion, and wrote
my application.
III. ANALYSIS OF DATA:
Both pots of seeds started sprouting on the third day. By the
tenth day the controlled plants watered with tap water grew to an
average of 4.26 centimeters and the experimental plants watered
with polluted water grew to an average of 2.05 centimeters. The
controlled plant had 75 leaves by the end of the tenth day and the
experimental plant had 43 leaves. Both plants ended up being
completely green in color.
IV. SUMMARY AND CONCLUSION:
The plants with tap water grew taller and had more leaves than the
plants with polluted water. Therefore, I accepted my hypothesis
which stated that the seeds with polluted water will not grow as
tall or have as many leaves as the seeds with tap water.
V. APPLICATION:
I decided to do this experiment because I live on the Lakefront
and I wanted to know how the polluted water affects the plant
growth around me. I can now tell city officials about my
findings.
© 1993 John I. Swang, Ph.D.