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TABLE OF CONTENT
1. Comparison of NO3, pH, and Dissolved Oxygen Levels in 3
Creeks
2. Does the Amount of Amperes Affect How Quickly a Circuit
Breaker/Fuse Will React?
3. The Life of Alkaline Batteries
4. Does Coil Size Affect Crystal Radio Reception?
5. The Effect of Food Coloring on Crystal Formation
6. Gravity and Its Force on Objects of Different Weight
7. The Lateral Line In Fish
8. The Effect of Various Lighting on Plants
9. The Effects of Caffeine on Mealworms
10. Attenuation of a Red LED Light Beam
11. The Effects of Sight and Smell on Taste
12. Weather Project - Meteorology and Climatology
Title: Comparison of NO3, pH, and Dissolved Oxygen Levels in 3
Creeks
Student: Katie Perzel
School: Christ the King & St. Thomas the Apostle School
3210 W. 51st Street
Minneapolis, MN 55410
Grade: 8
Teacher: Ms. Cope
I. Statement of Purpose and Hypothesis:
I wanted to find out if the distance of a creek from downtown
would effect the amount of pollution it had. Nitrates, pH, and
dissolved oxygen are three pollutants that can be found in
water. My hypothesis stated that the creek that is 6 miles
from downtown would be the least polluted.
II. Methodology:
The creeks were different distances from downtown Minneapolis.
My three creeks were: Basset Creek (2 miles from downtown),
Minnehaha Creek (6 miles from downtown), and Purgatory Creek
(16 miles from downtown). I collected my data by taking 16
water samples that were 2 feet apart from both sides of each
creek. Using testing kits, I tested one water sample at a time
for nitrates, pH, and dissolved oxygen. After each test, I
would read and record the information on my data table.
III. Analysis and data:
I did this process for all of my samples. I did this 46 times
together (for all three creeks). I observed that there was not
a big difference among the three creeks in pollutants that they
had. They were all somewhat polluted.
IV. Summary and Conclusion:
Basset Creek (two miles from town) was least polluted in
nitrates and in dissolved oxygen, but most polluted in pH.
Minnehaha Creek (six miles from downtown) was least polluted in
pH, but most polluted in nitrates. Purgatory Creek (16 miles
from downtown) was least polluted in pH and dissolved oxygen,
but most polluted in nitrates. Therefore, I rejected my
hypothesis which stated that the creek that is 6 miles from
downtown would be the least polluted.
V. Application:
This information could be used if people wanted to know where
it was safe to swim or drink from creek water. For example, if
you wanted to swim in a creek that is close to downtown, you
could read this information and know that there is a lot of pH
and dissolved oxygen in it but not a lot of nitrates.
Title: Does The Amount Of Amperes Affect How Quickly A Circuit
Breaker/Fuse Will React?
Student Researcher: Joe Kaiser
School: Christ the King & St. Thomas the Apostle School
3210 W. 51st Street
Minneapolis, MN 55410
Grade: 7
Teacher: Cece Cope
I. Statement of Purpose and Hypothesis:
The purpose of this experiment was to see if the amount of
amperes really did effect the reaction time of a circuit
breaker/fuse. My hypothesis stated that the more amperes
present, the faster the circuit breaker/fuse would react.
II. Methodology:
There were three levels of amperes used: 15.5, 21, and 21.25.
The tests were conducted twice at each level of amperes. Once
30 minutes had elapsed, I stopped the test. I used a wrist
watch that had a stopwatch on it to measure the time before the
circuit breaker/fuse reacted.
III. Analysis of Data:
At 15.5 amperes, the fuse, on the 1st trial, took more than 30
minutes before reacting. On the 2nd trial, it took more than
30 minutes. The average time was more than 30 minutes. For
the circuit breaker, on the 1st trial, it took more than 30
minutes to react. On the 2nd trial, it took more than 30
minutes. The average time was more than 30 minutes.
On the 1st trial, at 21 amperes, it took more than 30 minutes
for the fuse to react. On the 2nd trial, it took more than 30
minutes. The average time was more than 30 minutes. On the
1st trial for the circuit breaker, at 21 amperes, it took 18
minutes, 49 seconds for it to react. On the 2nd trial, it took
3 minutes, 59 seconds to react. The average time was 11
minutes, 24 seconds.
On the 1st trial, at 21.25 amperes, it took 3 minutes, 13
seconds for the fuse to react. On the 2nd trial, it took 2
minutes, 50 seconds. The average time was 3 minutes, 1 second.
On the 1st trial for the circuit breaker, at 21.25 amperes, it
took 2 minutes, 4 seconds for it to react. On the 2nd trial,
it took 1 minutes, 12 seconds to react. The average time was 1
minutes, 58 seconds.
IV. Summary and Conclusion:
I found that the amount of amperes passing through a
fuse/circuit breaker was related to how fast the circuit
breaker reacted. When I made my graphs, I saw that there was a
pattern. The more amperes there were, the less time it took
for the circuit breaker/fuse to react.
V. Application:
My experiment could help anyone who is building a new house.
If they wanted to save money and have overloads taken care of
quickly, they should buy a fuse box or circuit breaker box.
Title: The Life of Alkaline Batteries
Student Researcher: Ben Wagner
School: Christ the King & St. Thomas the Apostle School
3210 W. 51st Street
Minneapolis, MN 55410
Grade: 8
Teacher: Cece Cope
I. Statement of Purpose and Hypothesis:
What brand of alkaline battery lasts the longest? I decided to
do this so I could buy the most reliable and longest lasting
batteries. My hypothesis stated that the Duracell battery will
last the longest of the six I'm testing.
II. Methodology
The different brands of batteries I used were Duracell,
Energizer, Panasonic, Radio Shack, Rayovak, and Walgreens. I
did 3 trials for each battery, using 3 flashlights to test
them. I placed the flashlights facing up toward the ceiling.
I started timing them and checked them every half hour after
ten hours. I recorded the results for each trial on my data
table. My manipulated variable was the different brands of
batteries. My controlled variables were the amount of time the
batteries have been in the store, the lightbulb, and the
different kinds of flashlights. I controlled the amount of
time they had been in the store by checking the date on the
package to make sure the batteries weren't too old. I
controlled the light bulb by using a new light bulb in every
flashlight. I controlled the flashlight by using all the same
kinds.
III. Analysis of Data:
The results of my study were that, on average, Energizer lasted
longer than any of the other brands. My hypothesis was
partially correct. The Energizer outlasted the Duracell on
average, but the Duracell was very close in time and was more
consistent.
IV. Summary and Conclusion:
My conclusion is that almost always, the bakery that has the
best chemical reaction lasts longer than the others. My
results agree with the tests I have read about, saying
batteries that have a steady flow of current last longer and
are a better value. I rejected my hypothesis that Duracell
would last the longest. Some shortcomings of my study were
that a few bulbs burned out in the flashlights before the
bakeries were dead. I had to retest those brands.
V. Application:
In my review of the literature, I have read about other tests
which have shown that Duracell lasts the longest. This
research will help people pick and choose the best battery.
This research will help kids especially because they buy so
many toys which are powered by bakeries.
Title: Does Coil Size Affect Crystal Radio Reception?
Student: Nate Simondet
School: Christ the King & St. Thomas the Apostle School
3210 W. 51st Street
Minneapolis, MN 55410
Grade: 7
Teacher: Mrs. Cope
1. Statement of Purpose and Hypothesis:
I wanted to know if the size of the coil in a crystal radio
affects its reception of radio stations . The coil is an
instrument used to trap radio waves. I wanted to know if a
bigger coil would receive more stations than a smaller coil.
My hypothesis stated that a crystal radio with a bigger coil
would receive more stations.
2. Methodology:
First, I built my control crystal radio using the directions I
got out of a book. Then I made my experimental crystal radio
using the same materials except a bigger coil. For my control
radio, I used a film canister to build the coil. For my
experimental radio, I used a much larger V8 juice can. When I
was done with building my radios, I brought them to my room. I
hooked them up to an amplifier (one at a time) and I counted
how many stations each received. Then I recorded my data.
3. Analysis of Data:
I tested each radio ten times. Each time the results were the
same. The radio with the film canister as the coil received
five radio stations. The radio with the V-8 can as the coil
received three radio stations.
4. Summary and Conclusion:
The crystal radio with the smaller coil was able to receive
more stations than the crystal radio with the bigger coil.
Therefore, I rejected my hypothesis which stated that a crystal
radio with a bigger coil would receive more stations.
5. Application:
I did this project because I like to listen to the radio and I
like to build things. I now know that using a larger coil in a
crystal radio will not necessarily increase its reception.
Title: The Effect of Food Coloring on Crystal Formation
Student Researcher: Max Wasserburger
School: Christ the King & St. Thomas the Apostle School
3210 W. 51st Street
Minneapolis, MN 55410
Grade: 7/8
Teacher: Mrs. Cope
I. Statement of Purpose:
The general objective for this experiment was to find out if
food coloring is added to forming crystals in their earliest
stage of growth: 1) Will the crystals as they develop begin to
exhibit any characteristics of this added color. 2) If
different amounts of food coloring are added, will the crystals
exhibit a difference in color proportional to the amount? My
hypothesis was that when food coloring is added to the forming
crystals the crystals will take on the color of the food
coloring. This will happen because while the crystals are
absorbing the water in the petri dish they will absorb the food
coloring along with it.
II. Methodology:
First I wrote my statement of purpose, conducted a review of
the books on crystals, and developed my hypothesis. I then got
the chemicals; Epsom salt and sodium silicate, and mixed them
both with water. Then I poured the solution into 3 different
bowls and put one drop of food coloring in one bowl. Three
drops of food coloring in another and none in the last dish.
Then I allowed the crystals to grow for a week. The
manipulated variables in this experiment were the amount of dye
in the water. The controlled variable was the level of each
chemical in the bowls.
III. Analysis of Data:
Everyday I observed the growth of the crystals. I did this for
a week. During this period, I observed that the food coloring
had no effect on the amount of crystal growth, but did have
some effect on the color of the crystals.
IV. Summary and Conclusion:
I have concluded from this experiment that my hypothesis was
essentially correct. The crystals which had been given the
food coloring took on the color of the food coloring. This
happened because while the crystals were forming and absorbing
liquid, they absorbed the food coloring with it. I also
concluded that the amount of the food coloring added before
formation of the crystals was not proportional to the color
difference between the formed crystals. There was a distinct,
but not a proportional difference. I also discovered that the
food coloring groups of crystals seemed to have, for the most
part, the same structure shape and size. The control groups
appeared to have a slightly different formation design compared
to their counterparts.
V. Application:
This project won't save the world, but it's an experiment for
all ages and can really be enjoyable with a little patience.
Title: Gravity and Its Force on Objects of Different Weight
Student Researcher: Mia Keeler
School: Christ the King & St. Thomas the Apostle School
3210 W. 51st Street
Minneapolis, MN 55410
Grade: 8
Teacher: Ms. Cope
I. Statement of Purpose and Hypothesis
I wanted to know more about gravity and if its force on
different weights would cause heavier objects and lighter
objects to fall the same distance at different speeds. Gravity
is the force that pulls every thing to the earth's center. I
wanted to find out if a heavy object would fall faster than a
lighter object or if the fall at the rate. My hypothesis was
that the heavier object would fall to the ground faster than
the lighter object. I thought that the heavier object would
gain more speed and escalate faster through the air because it
would have more mass to push down the air. Even though
everything I read about gravity said that objects of different
weight will fall at exactly the same rate, I wanted to find out
for myself.
II. Methodology
I first choose my topic. Then, since I did not know very much
about gravity, I found various types of literature and
researched it. I then wrote my research plan and made blank
data tables. Next, I found 10 approximately spherical rocks
that had different weights. My brother and my dad helped me.
We were able to use an empty water tower where we could drop
the rocks about 50 feet. It was inside so there weren't a lot
of air currents to effect the results. My dad dropped the
rocks one at a time using a trap door that we made. He would
put the rocks on the trap door and when he lowered the trap
door the rock would fall at the same time as a light went on so
I would know when to start the stop watch. I stopped the stop
watch when the rock hit the floor. My dad dropped each of the
rocks 5 times. I recorded all of my data in my data table.
Then I analyzed the data.
III. Analysis of Data:
In analyzing my data, I found that my hypothesis was incorrect.
On average, all of the rocks fell at about the same rate.
IV. Summary and Conclusion:
All of the rocks hit the ground in an average of approximately
1.5 seconds. I think that they didn't fall at exactly the same
rate of speed because of my reaction time in starting and
stopping the stop watch. I conclude that objects that are
different in weight fall at the same speed because gravity
evens itself out by pulling with more force on the object that
has more mass and less force on an object with less mass. For
example, if you have to pick up something light, you don't have
to use as much force or energy to pick up something that is 10
times bigger.
V. Application:
This information could help me because I want to be a scientist
or a doctor when I grow up and I will need to know these
things.
Title: The Lateral Line
Student Researcher: Will Gorilla
School: Christ the King & St. Thomas the Apostle School
3210 W. 51st Street
Minneapolis, MN 55410
Grade: 7
Teacher: Cece Cope
I. Statement of Purpose and Hypothesis:
I wanted to know about the lateral line on fish. The lateral
line is a nerve organ that can find live food through pulses in
the water. I wanted to know if a predator fish will go after
and eat a healthy minnow or an injured minnow. My hypothesis
stated that a yellow perch will respond more aggressively
toward an injured minnow when feeding.
II. Methodology:
First, I got books on the lateral line. Then I caught a yellow
perch and used it as the predator fish. I put him into an
aquarium and waited a few days until the perch had become
acclimated. Then I got some minnows. I picked two minnows
that were about the same size. I did not injure one of the
minnows. I cut the top of the other minnow's tail off. Then,
at the same time, I let both minnows go in the aquarium and
observed to see what the perch would do. I repeated this
process five times and recorded my data. I took data on each
of the five times I did the experiment.
The materials I used in this experiment were: one thirty gallon
aquarium with gravel on the bottom, ten minnows, and one yellow
perch.
III. Analysis of data:
I dropped the minnow into the aquarium at the same time. I did
this five times. I observed that the perch ate the injured
minnow first. The perch did eventually eat the minnow that was
not injured.
IV. Summary and Conclusion:
The perch ate the injured minnow first. Therefore I accept my
hypothesis which stated that a yellow perch will respond more
aggressively toward an injured minnow when feeding.
Title: The Effect of Various Lighting on Plants
SCHOOL RESEARCHER: Brianna Pitton
School: Christ the King & St. Thomas the Apostle School
3210 W. 51st Street
Minneapolis, MN 55410
Grade: 7/8
Teacher: Mrs. Cecelia Cope
I . STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out more about plant growth under different
lighting conditions. I used three kind of light conditions:
red light, sunshine, and darkness. My hypothesis stated that
the plants growing in darkness would grow the tallest plants
because when plants are in the dark they grow upwards searching
for the light.
II. METHODOLOGY:
I used grass seeds, 15 small pots, 2 boxes of the same height
and width, 1 red light filter, 1 75 watt bulb, l plant light,
and potting soil. I started out with all the materials listed
above and I spread them onto a clean surface. Then I took one
of the boxes and cut a 3 x 3 inch square hole into the top of
it. Then I placed the red filter on top of the hole and I
taped it securely. Then I took the potting soil and distributed
it evenly to all of the pots and sprinkle a pinch of grass
seeds on top of each pot's soil. Then I marked 5 pots with a
red dot, 5 pots with a yellow dot, and 5 pots with a black dot.
Then I took the 5 pots marked with the red dot and placed them
under the box with the red filter. They received the red
light. I placed the pots with the black dot under the box with
no hole. The received no light. I placed the pots with the
yellow dot by the south window. They received sunlight. I
measured the grass from each pot every third day and record the
height. The manipulated variable for this project was the
different kind of light the plants received.
III. ANALYSIS OF DATA:
My data shows that in the end, the plants in the sunlight grew
1.682 cm taller than the plants in the red light and 2.668 cm
taller than the plants in the darkness.
IV. SUMMARY AND CONCLUSION:
The plants in sunlight grew tallest. The plants in red light
out grew the plants in the darkness. Therefore, I rejected my
hypothesis which stated that the plants growing in darkness
would grow the tallest plants because when plants are in the
dark they grow upwards searching for the light.
V. APPLICATION:
I learned that if you are a gardener, you should grow your
plants in the sun because that helps them grow the tallest.
The plant life in this world would be a lot more beautiful if
everyone let their plants grow outside where nature intended
them to be.
Title: What Effect Do Varying Doses of Caffeine Have on the
Mealworms Behavior, Food Intake, Weight Loss/Gain, Rate
of Death, and Rate of Pupation
Student Researcher: Conrad Engler
School: Christ the King & St. Thomas the Apostle School
3210 W. 51st Street
Minneapolis, MN 55410
Grade: 7
Teacher: Cecelia Cope
I. Statement of Purpose and Hypothesis:
From the information collected during my review of the
literature regarding the effects of caffeine, I predicted the
following will happen to the mealworm groups receiving the
varying amounts of caffeine:
High Dose - Mealworms will die in a matter of days for
following reasons:
A) Loss of coordination and weight. B) Accelerated heart rate
and increased blood pressure. C) Digestive tract will shut
down because of caffeine.
Low Dosage - Will develop some symptoms due to the low dose of
caffeine: A) Will experience weight loss. B) Will experience
balance problems.
C) Activity level will increase. D) Won't die.
No Dose - No mealworms will die.
II. Methodology:
Prepare 6 cups of chopped oatmeal, fruits and vegetables. For
Group A, dissolve 3 or 4 Vivarin pills into 4 oz. of water. For
Group B. blend instant coffee with 4 oz. of water. For Group C
only 4 oz. of water is needed. Divide the worms into 3 equal
groups and weigh each larvae. Put Group A with the high dose,
Group B with the low dose and Group C with the low dose. If
any of the mealworms pupate throughout the process give them
the correct amount of caffeine and repeat procedure. The
mealworms were monitored over a 3 week period and were studied
in the areas of: Behavior, food intake, weight loss/gain, rate
of death and rate of pupation. After the 3 week experiment the
adults were separated from the rest and monitored for 5 days in
the same categories.
III. Analysis of Data:
Throughout the project notes were taken down about how the
caffeine effected the various groups. Results show that if an
animal with a simple body structure, like the mealworm for
example, is fed a high dose of caffeine its systems will shut
down and it will die in a matter of days. If a mealworm is fed
a low dose of caffeine, there is a chance it will die, but from
the information gathered the chances are that it will survive.
And finally, if a mealworm is fed no caffeine, nothing unusual
will occur in the behavior of these mealworms.
IV. Summary and Conclusion:
Here is an example of how my conclusions were made. In the
area of death rate, Group A, the high dosage group, had the
most deaths occur over the 3 week experiment and this could be
related to the fact that they digested something so abnormal to
them that their system couldn't handle it. Therefore, I
accepted my first hypothesis. Group B was second in most
occurring deaths probably because they didn't digest as much
caffeine as the first group, but they still had some caffeine
in their diet. I rejected my second hypothesis because some
mealworms did die. No mealworms died in the caffeine free
group. Therefore, I accepted my third hypothesis.
V. Application:
This project has taught me much more than just how much
caffeine a mealworm can handle before it dies. It has taught
me about how much pop I should be drinking or how much coffee
should my parents should drink. I think the findings made in
this project can really tell people just how much caffeine is
enough.
Title: Attenuation Of A Red LED Light Beam.
Student Researcher: Jessica Stripsky
School: Christ the King & St. Thomas the Apostle School
3210 W. 51st Street
Minneapolis, MN 55410
Grade: 8
Teacher: Cecelia Cope
I. Statement of Purpose and Hypothesis:
In my project, I wanted to find out how much light attenuation
would occur when I put different colored filters into a red LED
light beam. This means that in my project, I put different
colored filters into a red Light Emitting Diode beam and
measured the attenuation or how much the light was cut down. I
used 5 colored filters which consisted of: yellow, red, blue,
cyan, and green. My hypothesis stated that the most
attenuation would occur when the red filter was placed into the
beam of light. I thought that the red light would be absorbed
by the filter so that little of light would go through.
II. Methodology:
First, I stated my purpose. Then I did library research on
fiber optics, light, and filters. Next, I developed my
hypothesis. Then my dad and I designed the circuit board for
the LED transmitter/receiver. Electronic parts were sodered
onto a printed circuit board. Then a lens was placed in front
of the LED transmitter to collimate the incoming beam. All of
this was mounted on a wooden frame to keep the transmitter and
receiver in line with each other. Then I set up all of the
equipment needed which consisted of: 1 oscilloscope (to view to
incoming light wave), 5 colored filters, 1 voltmeter, 1 light
source, and 1 optical receiver. Next, I made sure it was
running correctly and that it would pass sound over the beam of
light by modulating it. Then I measured the electrical signal
coming from the optical receiver. After that I inserted the
different colored filters one by one into the beam of light and
measured the electrical output from the optical receiver. Then
I recorded my observations on my data collection sheet.
III. Analysis of data:
When I inserted the 5 different colored filters I observed that
less light was able to go through with every filter.
IV. Summary and Conclusion:
After taking the measurements, I rejected my hypothesis because
the red filter let more of the LED's red light through. I
found out when you are looking at a filter it appears to be a
certain color because that colored light is being let through.
The yellow filter let through the most light. It did this
because the color yellow is so close to a neutral color that it
lets almost any color light through. The cyan, blue, and green
filters let through little light because red and blue are on
the opposite sides of the color spectrum.
V. Application:
I can apply this to life because people might want to run
similar tests for fiber optics where they need to send
information on a colored light beam over fiber optic cables and
they don't want their information to attenuate.
Title: The Effect of Sight and Smell on Taste
Student Researcher: Becky Sullivan
School: Christ the King & St. Thomas the Apostle School
3210 W. 51st Street
Minneapolis, MN 55410
Grade: 7
Teacher: Mrs. Cope
I. Statement of Purpose and Hypothesis:
The purpose of this research project was to determine if a
person's sense of sight and smell effects their ability to
distinguish taste among brands of pop. My hypothesis stated
that the senses of sight and smell would help the subject's
ability to distinguish taste among brands of pop.
II. Methodology:
Materials:
Five two liter bottles of pop.
One each: Coke, Dr. Pepper, Pepsi, 7-Up and Sprite
1 package of small Dixie cups
1 blindfold
1 - two quart pitcher of water
1 clothespin
Procedure :
1. Measure and mark small Dixie cups at 1/4 cup.
2. Fill five cups up to mark with one of each type of pop.
Label each cup A - E (depending on type of pop). Fill five
cups with 1/4 cup water for subject to drink in between drinks
of pop.
3. Seat and blindfold person being tested.
4. Tell the person being tested, "You are being tested on your
ability to distinguish between pop brands. There are five
sample cups of pop on the table. Three are dark and two are
clear. They contain: Coke, Dr. Pepper, Pepsi, 7-Up, and
Sprite. They are labeled A - E." Hand cup A to subject and
say, "Please drink all of cup A's contents and tell me what
type of pop it is." After naming pop, subject is given a small
amount of water in a cup. Then say, "Please take a drink of
water and swish it through your mouth to cleanse your taste
buds. You may then swallow the water."
5. Repeat step 4 for cups B through E. Record subject's name
and answer.
6. Place clothes pin on subjects nose without removing the
blindfold.
7. Repeat steps 4.
8. Remove blindfold and clothes pin from subject and repeat
steps 4.
Each subject sat down and was told the procedure. Then I
blindfolded them and handed them the different kinds of pop.
They would then tell me what kind of pop they thought it was.
I recorded weather they got it right or not. This procedure
was then repeated with a blindfold and a nose plug, and open
senses.
Variables:
Variables that effect the experiment are the senses of smell,
taste, and sight. The variable of sight is controlled for by
not introducing the subject to any of the experimental
procedures until after they are seated and blindfolded. The
variable of smell is controlled for by not having open pop
bottles in the testing area. The variable of taste is
controlled for by having the subject rinse his/her mouth after
each test.
III. Analysis of Data:
Correct identification of brands of pop was greatest when both
sight and smell assisted the sense of taste. However, the
addition of sight to the senses of smell and taste had only
slight significance in the subjects ability to identify the
brand of pop correctly.
IV. Summary and Conclusion:
My hypothesis was supported by the data I collected.
Therefore, I accepted my hypothesis which stated that the
senses of sight and smell would help the subject's ability to
distinguish taste among brands of pop. Although the sense of
smell was not isolated in this research for it's ability to
assist the sense of taste, literature and my research's
findings seem to indicate that the sense of smell is the
primary assistant to the sense of taste.
V. Application:
One way this research applies to the world is in the
advertising field. Sight and smell affect the sense of taste
so greatly that instead of just saying how good a product
tastes, advertisements should add how good it smells or looks.
Title: Weather Project - Meteorology and Climatology
Student Researchers: David Butts
School: Christ the King & St. Thomas the Apostle School
3210 W. 51st Street
Minneapolis, MN 55410
Grade: 7/8
Teacher: Ms. Cope
Statement of Purpose and Hypothesis:
I wanted to find out if it is possible to make accurate weather
forecasts using simple purchased weather instruments and home-
made instruments. My hypothesis stated that I would be able to
make semi-accurate weather forecasts with simple weather
instruments that I purchased and made at home.
Methodology:
Each day, I took three weather readings (sometimes schedule
interferences made it so I missed a reading). I used a home-
made barometer, sling psychrometer, anemometer, and a rain
gauge. I also looked at cloud formations. I used all this
data each night in my weather forecasts. The next day I would
check the weather and see if my forecast was correct. I listed
the accuracy of my forecasts under three categories: accurate,
semi-accurate, and inaccurate.
Analysis of Data:
The data I collected was put into graphs. The graphs showed
the weather patterns over a two month period taken by each
instruments. The graphs showed how many of my forecasts were
accurate, semi-accurate, and inaccurate. I found out that my
forecasts were usually accurate. There were some that were
semi-accurate and some that were completely off.
Summary and Conclusion:
My analysis shows that with accurate readings you can make
accurate weather forecasts. I accepted my hypothesis which
stated that I would be able to make semi-accurate weather
forecasts with simple weather instruments that I purchased and
made at home. Some limitations in my study were the facts that
schedule interferences did occur and that I didn't have
professional instruments.
Application:
My findings can be useful in the world to people who want to
know what the weather will be like from day to day. If you
take a small amount of time each day to make a weather reading,
you can predict the weather for the day.
© 1995 John I. Swang, Ph.D.