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TABLE OF CONTENT
1. Is There A Difference In Vision Between People Older and
Younger ThanForty?
2. The Effects of Nicotine on Plant Growth
3. Taste On The Tip Of The Tongue
4. Camouflage
5. Tangram Compositions
6. What Is The Fastest Way To Turn On A Computer Network?
7. What Liquids Will Turn Pennies Green?
8. How Much Liquid Will different Fibers Absorb?
9. What Effect Do Chemicals Have on Coleus Plants?
TITLE: Is There A Difference In Vision Between People Older
And Younger Than Forty?
STUDENT RESEARCHER: John Brantl
SCHOOL: Dawson School
Holden, Massachusetts
GRADE: 5
TEACHER: Wayne Boisselle, M. Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to know whether people older or younger than forty had
better vision. My hypothesis states that people younger than
forty will see better than people who are older than forty.
II. METHODOLOGY:
First, I wrote my statement of purpose. Then I did library
research on my topic and wrote my literature review. Next, I
developed my hypothesis. Then I did my experiment. I selected
eight people, four under forty years old and four over forty.
Two of the four in both groups wore glasses. Each subject
stood on a line twenty feet from an standard eye chart. Each
subject then read from the chart beginning with line six (20/50
vision) and ending with line nine (20/20 vision) and ten (20/10
vision). I recorded the results of my experiment on a chart.
When my experiment was over I analyzed my data. Next, I
accepted or rejected my hypothesis. Finally, I drew my
conclusions and applied my data to the real world.
III. ANALYSIS OF DATA:
People under forty saw down to line 6 (20/50 vision), line 8
(20/30 vision) and line 10 (20/10 vision) on the eye chart.
People over forty saw down to line 7 (20/40 vision), line 8,
and line 9 (20/20 vision).
IV. SUMMARY AND CONCLUSION:
Using my data I found that the person who saw the best was
under forty. The person who saw the second best was over
forty. The person who saw the worst was under forty. The
person who saw the second worst was over forty. The average
person over forty saw better than the average person under
forty. Therefore, I reject my hypothesis which states that
people under forty will see better.
V. APPLICATION
I can use this information to lessen the worries of older
persons that age will negatively affect their vision.
TITLE: The Effects of Nicotine on Plants
STUDENT RESEARCHER: Jeremy Donal White
SCHOOL: Dawson Elementary School
Holden, Massachusetts
GRADE: 5
TEACHER: Wayne A. Boisselle
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I plan to find out whether or not nicotine has an affect on
bean plants. My hypothesis states that in at least one week
the bean plant being fed nicotine will start to die. The plant
being fed regular water will keep on growing strong.
II. METHODOLOGY:
First, I wrote my statement of purpose. I then did my
literature review. Next, I developed my hypothesis and
performed my experiment. I planted one bean seed in each of
four pots. Two of the pots I watered with tap water. The
other two pots I watered with nicotine tea (a mixture of
cigarette tobacco and water, soaked for several hours). I kept
all four pots in a sunny window to keep light and temperature
the same for each pot. I made new nicotine tea each time I
watered the plants, about once every four days. I kept track
of my data on an observation chart. When my experiment was
over I analyzed my data and accepted or rejected my hypothesis.
Finally, I drew my conclusions and applied my findings to the
real world.
III. ANALYSIS OF DATA:
All the plants had a spurt of growth. The first plant using
regular water grew much faster than the first plant on nicotine
tea. The second two plants grew evenly, but the one on regular
water still grew faster.
IV. SUMMARY AND CONCLUSION:
My data collection chart shows that after about five days after
germination, the nicotine started to stunt the growth of the
plant, but the plant did not die. Therefore, I reject my
hypothesis which stated that the plant using nicotine will die
in at least a week.
V. APPLICATION:
Taking nicotine at a young age may stunt your growth.
TITLE: Taste On The Tip Of The Tongue
STUDENT RESEARCHER: Matt Janik
SCHOOL: Dawson School
Holden, Massachusetts
GRADE: 5
TEACHER: Wayne A. Boisselle
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to find out if girls or boys can taste sweet, salty,
sour, and bitter on the tip of their tongues. My hypothesis
states that girls will be able to taste all four tastes on the
tip of their tongues faster than boys.
II. METHODOLOGY:
The first thing I wrote was my statement of purpose. The
second thing I wrote was my literature review. Next, I
developed my hypothesis and did my experiment. I randomly
chose three girls and three boys to perform this experiment. I
gave each person a sample of something sweet (sugar), something
salty (salt), something bitter (coffee), and something sour
(lemon juice) to put on the end of his/her tongue and timed how
long it took for him/her to taste it. I recorded my results on
an observation chart. When my experiment was over, I analyzed
my data and accepted or rejected my hypothesis, and drew my
conclusions. Finally, I applied my research to the world.
III. ANALYSIS OF DATA:
I found out that boys can taste the sweet sensation in five
seconds, the salty sensation in six seconds, and the sour and
bitter sensation in seven seconds. I found out that the girls
can taste the sweet and sour sensations in five seconds, the
salty sensation in nine seconds, and the bitter sensation in
thirteen seconds.
IV. SUMMARY AND CONCLUSION:
My data tells me that both girls and boys took the same amount
of time to taste the sweet sensation. It took the girls longer
than the boys to taste the salty sensation. It took the boys
longer than the girls to taste the sour sensation. It took the
girls longer than the boys to taste the bitter sensation. I
reject my hypothesis which stated that girls would be able to
taste all four sensations on the tips of their tongues faster
than boys.
VII. APPLICATION:
I could use this information to inform people that when they
are eating something other than something sweet that they have
to make sure that they get the food to the back of their
tongues for faster and better tasting.
TITLE: Camouflage
STUDENT RESEARCHER: Rebecca Clark
SCHOOL: Dawson School
Holden, Massachusetts
GRADE: 5
TEACHER: Wayne Boisselle
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to find out how many students in the fifth grade
would be able to find toothpicks in the grass. My hypothesis
states that every fifth grader will be able to find at least
one toothpick in the grass.
II. METHODOLOGY:
First, I wrote my statement of purpose and did a literature
review. With this information, I developed my hypothesis.
Next, I performed my experiment. I randomly chose nine
students to help me with this experiment. I marked off an area
in the grass that was one meter by one meter. I then spread
out fifty toothpicks in that area. Next, I had one person at a
time try to find as many tooth picks as he could in five
minutes. I recorded my data on a chart. When my experiment
was finished, I analyzed my data. I then accepted or rejected
my hypothesis. Finally, I drew my conclusions and applied my
data to the real world.
III. ANALYSIS OF DATA:
My data shows how well people can see toothpicks in the grass.
Of the nine students I tested, the most toothpicks found was 35
out of 50 and the least found was 4 out of 50.
IV. SUMMARY AND CONCLUSION:
People were able to find more than one toothpick in the grass.
Therefore, I accept my hypothesis which stated that at least
every fifth grader will be able to find at least one toothpick
in the grass.
V. APPLICATION:
My project could be used in the real world because it could
inform scientists how well people can identify camouflaged
objects.
TITLE: Tangrams
STUDENT RESEARCHER: Ben Monfredo
SCHOOL: Dawson School
Holden, Massachusetts
GRADE: 5
TEACHER: Wayne Boisselle, M. Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out how many packets of tangrams, how many
large triangles, and how many parallelograms, it will take to
fill in ten tiles on the classroom floor. My first hypothesis
states that at least 128 large triangles and 256 parallelograms
will be needed to fill in the ten square tiles. My second
hypothesis states that it will take at least 32 packets of
tangrams to do the job.
II. METHODOLOGY:
First, I wrote my statement of purpose and then I did my
literature review. Next, I developed my hypothesis and
performed my experiment. I outlined an area on the floor equal
to ten tiles. I then proceeded to cover the area with sets of
Tangrams. Since I know that one set of tangrams is equal to 16
small triangles, and a large triangle is equal to 4 small
triangles, and a parallelogram is equal to two small triangles,
I can just use multiplication to check my hypothesis. When my
experiment was completed, I counted the number of sets of
Tangrams and also the number and kind of Tangram shape I used
to fill in the small areas. I then used multiplication to
figure out the actual number. Then I analyzed my data and
accepted or rejected my hypothesis. Finally, I drew my
conclusions and applied my data to the world.
III. ANALYSIS OF DATA:
It took 404 parallelograms and 202 large triangles to fill in
ten tiles on the floor. It took 50.5 packets of tangrams to do
the experiment.
IV. SUMMARY AND CONCLUSION:
I found out that more parallelograms fit into ten tiles than
large triangles. The number of large triangles was at least
128. The number of parallelograms was at least 256. The
number of packets of tangrams was at least 32. I accept both
of my hypotheses which state that at least 128 large triangles
and 256 parallelograms will be able to fill in 10 tiles on the
floor in the classroom and that it will take at least 32
packets of tangrams to do so.
V. APPLICATION:
This information I discovered can help someone in the real
world outside the classroom if they want to know how much area
tangrams cover.
TITLE: Which Is The Fastest Way To Turn On A Computer Network?
STUDENT RESEARCHER: Allen Seitz
SCHOOL: Dawson School
Holden, Ma.
GRADE: 5
TEACHER: Wayne Boisselle, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to know the fastest way to turn on a computer network.
My hypothesis stated that turning on the computers all at once
will be the fastest way.
II. METHODOLOGY:
First, I wrote my statement of purpose and literature review.
I then developed my hypothesis. Next, I performed my
experiment. I had students sit at the each of the twelve
computers in our networked lab. Then I had students turn on
the computers at least nine different ways. I timed each
method until the computer reached the main menu. Some of the
different ways I had students turn on computers were all at
once, two at a time, three at a time, randomly, backwards, and
three at a time. Next, I gathered and analyzed my data. I
then accepted or rejected my hypothesis and drew my
conclusions. Finally, I applied my research to the world
outside of the classroom.
III. ANALYSIS OF DATA:
Starting up the computers all at once took 2:05:88. Randomly
turning on the computers took 2:05:57. Turning on the
computers in order from the first to the last took 2:08:31.
Working backwards in order took 2:04:41. Turning half on then
the other half took 2:07:30. Turning them on two at a time
took 1:59:08. Turning them on three at a time took 2:12:97.
Turning the computers on 4 at a time took 2:04:97.
IV. SUMMARY AND CONCLUSION:
Turning the computers on two at a time was the fastest way to
turn them all on. Starting all the computers at once took
almost 6 seconds longer. Therefore, I reject my hypothesis
which stated that turning all the computers on at the same time
will be the fastest way.
The difference between the several ways of turning on many
computers was only a few seconds, so time wasn't a factor in
the best way category. Also, how hard the computer worked
affected the speed because in some trials, one or more
computers did not come on. Overall, I'd say that turning on
the first one then turning on the next one in order is the best
way.
V. APPLICATION:
This could be useful in the sense that a lot of schools have a
huge computer room and need more time to work there and spend
less time starting up.
TITLE: What Will Turn Pennies Green?
STUDENT RESEARCHER: Elizabeth Barturen
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to do a scientific research project on whether
vinegar, water, or lemon juice would turn pennies green. The
green substance is a hydrated form of copper. My hypothesis
stated that the vinegar would turn pennies greener than the
lemon juice or water.
II. METHODOLOGY:
I stated my purpose, reviewed the literature, and developed my
hypothesis. Then I took 9 pennies and put three pennies each
on paper towels on three saucers. I poured 6 mm of vinegar on
the first saucer, 6 mm of lemon juice on the second, and 6 mm
of water on the third. I placed them on top of a table for 5
days. On days 1, 3, and 5, I checked the pennies and recorded
if there were any changes in coloration. Then I analyzed my
data, wrote a summary and conclusion, and applied it to the
real world. Finally, I published my complete report and
abstract.
III. ANALYSIS OF DATA:
On day one, two of the pennies turned a little green in the
vinegar, while the other ones didn't. The pennies in the lemon
juice and water showed no change. After five days, there was
visible change on the pennies soaked in vinegar and no change
on the pennies soaked in water and lemon juice.
IV. SUMMARY AND CONCLUSION:
The pennies in the vinegar turned green, while the rest of the
pennies in the lemon juice and water showed little or no
change. Therefore, I accepted my hypothesis which stated that
vinegar will turn pennies greener than lemon juice or water.
V. APPLICATION:
In the real world, I could apply my findings by keeping
everything made of bronze or copper away from vinegar or it
will turn green. Lemon juice and water would be safe.
TITLE: How Much Liquid Will Different Fibers Absorb?
STUDENT AUTHOR: Teresa Kloepfer
SCHOOL: Mandeville Middle
Mandeville Louisiana
GRADE: 6
TEACHER: Mrs. Marino, M.Ed.
I. Statement of Purpose and Hypothesis:
I would like to do a scientific research project on which fiber
out of lamb's wool, cotton balls, and blended fibers (mixture
of wool and cotton) can absorb the most water. My hypothesis
states that the blended fibers will absorb more water than wool
and cotton.
II. Methodology:
First, I stated my purpose and hypothesis and review of
literature. Then I took a measuring cup and put 100
millimeters of water in it. After that, I got equal size
samples of wool, cotton balls, and blended fibers and dipped
each sample in the water for one second and removed it. Then I
measured how much water was taken from the measuring cup and
recorded it on my data collection sheet. I did this three
times with each fiber. Next, I analyzed my data, wrote my
summary and conclusion, and I applied it to the real world.
Finally, I published my complete report and abstract.
III. Analysis of Data:
On all three trials, he cotton and the blended fibers both
absorbed 25 ml of water. The wool fibers absorbed 5 ml of
water on all three trials.
IV. Summary and Conclusion:
Since the blended and the cotton both absorbed the most, I
rejected my hypothesis which stated that the blended fiber
would absorb more than the cotton and the wool.
V. Application:
Knowing that the cotton and the blended fibers both absorb more
liquid than wool, I will use those fibers to wipe a big spill.
I will share this information with my mom.
TITLE: What Effect Do Chemicals Have on Coleus Plants?
STUDENT RESEARCHER: Jennifer Schlect
SCHOOL: Mandeville Middle
Mandeville, Louisiana
GRADE: 6
TEACHER: Mrs. Smith
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to see the effect of the different chemicals on Coleus
Plants, such as Clorox, an insecticide, and Ajax liquid soap.
My hypothesis states that the insecticide will cause the plant
to die, because insecticides kill bugs, so it might have some
effect on the plants.
II. METHODOLOGY:
First, place four Coleus Plants in a window sill. Then water
the first plant with four tablespoons of water. Next, water
the second plant with two sprays of insecticide and dilute with
two teaspoons of water. Water the third plant with four
tablespoons of Clorox and dilute it with two teaspoons of
water. The fourth plant is to be watered with Ajax and diluted
with two teaspoons of water. This is to be done for seven days
and the plants should be watered once a day. The materials
needed for this project are four Coleus Plants, Clorox, water,
insecticide, Ajax, and a table and teaspoon.
III. ANALYSIS OF DATA:
The results were that the Clorox did the most damage on the
Coleus Plant. It was almost dead. Next, was the plant that
was watered with diluted Ajax. It was turning brown up the
stem. The third plant was watered with diluted insecticide.
It was turning yellowish brown on the stem. Last, my control
plant, which was watered with four tablespoons of water, was
healthy.
IV. SUMMARY AND CONCLUSION:
My hypothesis stated that the insecticide would cause the
Coleus Plant to die because insecticides are used to kill bugs,
so it might have some effect on the plant. I reject my
hypothesis because the insecticide didn't affect the plant
much, but the Clorox did. The Ajax would be right behind the
plant that was fed Clorox because it looked worse than the
plant that was fed insecticide.
V. APPLICATION:
I can apply this information in the real world outside the
classroom when people wash their dogs in the grass with soap,
it could harm the grass. I would advise you to wash your
animals in the driveway. I also think you should be careful
what kind of ant killer you use because it could end up killing
the grass. Definitely don't use Clorox in the yard or you will
have dead grass.
© 1994 John I. Swang, Ph.D.