For more information contact:
THE E-DATABASE OF STUDENT RESEARCH is made possible through grants provided by the United States Department of Education, South Central Bell Telephone, American Petroleum Institute, Intertel Foundation, Springhouse Publishing Corporation, Graham Resources, Inc., Chevron Oil Company, Central Louisiana Electric Company, Louisiana State Department of Education, and National Science Foundation. Mandeville Middle School and the National Student Research Center thank these organizations for their generous support of education.
TABLE OF CONTENT
1. What Birds Live In My Backyard?
2. Where Can We Find Carbon Dioxide?
3. Magnets
4. How Smart Are Rats?
5. What Will My Turtle Eat?
6. The Effects of Different Chemicals on Cut Flowers
7. The Problems of Academically Gifted Students
8. Juice Acids
9. What Is Your Reaction Time?
10. The Works of the Waterwheel
11. What Common Food Has the Best Reaction With Yeast?
12. Aerodynamics of Falling Objects
13. How Smart Is Your Best Friend?
Title: What Birds Live In My Neighborhood?
Student Researcher: Kevin Johnson
School: Washington Woods Middle School
Holt, Michigan
Grade: 6
Teacher: Barbara Lindquist
I. Statement of Purpose and Hypothesis:
I wanted to know more about the birds that live around my
neighborhood. These are the birds that I see almost every day.
I also wanted to learn to identify these birds so I would
recognize them elsewhere. My hypothesis stated that I would
discover at least 4 different kinds of birds during my study.
II. Methodology:
First, I wrote out my statement of purpose. Then I did some
research on birds that live in my state so I knew a little bit
about what to expect. Then I wrote out my hypothesis. My study
was a case (or observation) study, so I did not have real
controls or variables. I hung 2 feeders to attract birds.
When a new bird came, I made a drawing of it. Once I had a
good idea of what the bird looked like (this meant watching the
bird several times and modifying my drawings), I looked it up
in a field guide. Then I was able add to each bird drawing
it's name, Latin (scientific) name, gender, where it ate, etc.
I did this for about 4 months. I then analyzed my data. Then
I accepted or rejected my hypothesis, and wrote my summary and
conclusion. Then I applied my findings to the world outside
my school.
III. Analysis of Data:
When I was done tracking birds, I made this chart showing
numbers of each bird:
Cardinals-4 Chickadee-6 to 8
Purple Finches-4 to 6 American Robin-10+
Chipping sparrow-2 to 3 Blue Jay-4 to 6
Mourning dove-4 American Goldfinch-4
American Crow-10+ Rose-Breasted Grosbeak-2
Dark-Eyed Junco-4 to 6
IV. Summary and Conclusion
Over the course of my study, I observed about 12 different
kinds of birds. I also observed what they ate and how they
lived, but those were 2 other separate investigations. I
learned to identify these birds by their feathers and a few of
them by their songs and calls. After making my chart, I
rejected my hypothesis, which stated that I would find at least
4 kinds of birds. I found many more.
V. Application
One way I can apply my findings to my life is that I am in Boy
Scouts and we spend a lot of time outdoors. We also work on
animal identification. Bird identification will be easier for
me. I also enjoy art as a hobby. I can use the birds I
studied as models for my drawings. If someone says, "Draw a
Cardinal," I'll know what they mean.
Title: Where Can We Find Carbon Dioxide?
Student Researcher: Angela Karkau
School: Washington Woods Middle School
Holt, Michigan
Grade: 6
Teacher: Mrs. Barbara Lindquist
I. Statement of Purpose and Hypothesis:
I wanted to find out more about Carbon Dioxide. Carbon Dioxide
is a colorless, odorless gas that is found everywhere. Plants
need carbon dioxide to survive and every time we breathe we
exhale carbon dioxide. Now I want to find out some other
places to find carbon dioxide. My hypothesis states that I can
trap some carbon dioxide in a balloon from common food and
drinks.
II. Methodology:
I first developed my statement of purpose and read up on my
carbon dioxide experiments. Then I got a bottle of pop, put a
balloon over the mouth of the bottle, and shook the bottle of
pop. The balloon filled up with carbon dioxide. I also tried
this experiment with a bottle of club soda. The balloon filled
up even faster with the club soda. Another experiment I did
was in a small mixing bowl. I mixed 1 tsp. sugar, 3/4 cup
water, a packet of yeast, and 1/2 cup flour. Then I poured
this mixture into a pop bottle. I put a balloon over the mouth
of the bottle and put it in the warm oven. After half an hour,
the balloon expanded and carbon dioxide was trapped in the
balloon.
III. Analysis of data:
In each of the experiments conducted, carbon dioxide arose from
the liquid inside the bottle and was trapped in the balloon.
In the experiment with yeast, it took longer to inflate the
balloon. There was also a lot of bubbles left in the yeast
mixture after half an hour. There was no smell or color inside
the balloon.
IV. Summary and Conclusion:
The balloons filled up with an odorless, colorless gas from the
pop bottles. I concluded the gas to be carbon dioxide. When
the bottle of pop was shaken, carbon dioxide bubbles were
released into the balloon. When there is enough carbon dioxide
in the balloon, the balloon will inflate. Also, I sampled the
pop that was left in the bottle and it tasted flat. No fizz
was left. In my other experiment with the yeast, lots of tiny
bubbles where formed when the yeast and sugar were mixed
together. Sugar helps yeast grow when it is in a warm space.
When yeast grows it gives off carbon dioxide. Some of it
entered the balloon and inflated it. Therefore, I have
accepted my hypothesis in that I proceeded to trap carbon
dioxide into balloons from experiments with food that we eat
and drink everyday, bread and pop.
V. Application:
Now I know why yeast is important in the making of breads and
cakes. The carbon dioxide that is released when yeast grows
makes our food rise, gives it texture, and makes it taste
better. Also, the pop that we drink tastes better with carbon
dioxide than without it. I also read that carbon dioxide is
incombustible and is used in fire extinguishers.
Title: Magnets
Student Researcher: Bill Johnston
School: Washington Woods Middle School
Holt, Michigan 48842
Grade: 6
Teacher: Mrs. Linquist
I. Statement of Purpose and Hypothesis:
The purpose of my experiment was to determine the outcome when
a magnetized galvanized nail is placed in the center of a pile
of metal shavings. I wanted to find out if the metal shavings
would stick to the nail. My hypothesis predicted that the
metal shavings would not stick to the nail.
II. Methodology:
The materials used were a galvanized nail, a magnet, and metal
shavings which were made with a drill and metal sheet. A non-
magnetized galvanized nail was rubbed across a small magnet.
The nail was then allowed to lay on the magnet. A metallic
drill was used to bore a hole into a piece of metal to get the
shavings. There were enough shavings to make a pile about an
inch high. The metal shavings were placed on a piece of flat
paper. The magnetized nail was placed under the paper and
above the white paper.
III. Analysis of data:
The magnetized nail was placed under the paper, this caused the
metal pieces to form a ring or circle around the magnetic nail.
The magnetic nail was moved above the white paper and the metal
shavings jumped up on the magnetized nail. The above data
indicated that the magnetic force of the magnet was picked up
by the nail. The metal shavings were then attracted to the
nail just as if it was a magnet.
IV. Summary and Conclusion:
I found that a non-magnetized nail, when place in the presence
of a magnet, will become magnetized. Pieces of metallic
shavings will then stick to the magnetized nail. In brief, a
magnet held close to an galvanized nail will cause the nail to
become temporarily magnetized. This will attract shavings of
metal and they will become temporarily magnetized. My
hypothesis is rejected because magnets will cause non-
magnetized nails to become magnetized and attract metallic
shavings.
V. Application:
Students could use my findings to make magnets from metal
objects and put them on the refrigerator to stick up their
homework assignment paper so you don't forget what you have to
do for homework. Magnetized metal objects could be used to
remove metallic particles from industrial wastes for recycling.
Title: How Smart Are Rats? Can Rats Learn?
Student Researcher: Jessica Kurtz
School: Washington Woods Middle School
Holt, Michigan
Grade: 6
Teacher: Mrs. Lindquist
I. Statement of Purpose and Hypothesis:
I wanted to know more about a rat's ability to learn. My
hypothesis stated that a rat can learn to successfully run a
maze.
II. Methodology:
To test my rat's learning ability, I built many mazes of
varying difficulty and timed how it long it took her to finish
each. I used treats for positive reinforcement and squirts of
water for negative reinforcement.
111. Analysis of Data:
My rat can usually learn what I have attempted to teach it.
For the first three mazes, only positive reinforcement was
applied. On the first maze, my rat's times were 0:54, 1:04,
1:04, 2:01, and 1:50. The increase in time was a puzzle to me.
I think she got full of her treats and tired. On the second
maze, my rat's times were 0:35, 1:00, and 0:20. My rat's times
on the third maze were 2:03, 3:00, and 1:50.
On the fourth maze, I used negative reinforcement to teach my
rat which way to go in the maze. On the first three trials,
she got squirted when she went the wrong way. On the last
three trials, she got a treat when she went the right way.
Maze number five was the most difficult maze. Her times were
15:16, 4:48, 5:40, 2:26, 2:04, and 2:03. For the first trial
of this maze, my rat really wanted out so I first put rat
treats to show the way to go. Then I tapped my hand and she
followed. On the remaining five trials, I continued the same
routine of laying out treats and tapping to show the path.
When my rat received negative reinforcement she resentfully
finished doing the mazes. When she received positive
reinforcement she happily finished the maze. If she got tired,
she just quit.
IV. Summary and Conclusion:
The best way to teach a rat to learn a maze is to use more
positive reinforcement than negative and let the rat rest
between each time she has to work. It seems that a rat's
learning abilities exist, but are limited.
V. Application:
I think that my study with rats could be applied to human life.
I believe that for people to learn and keep learning they have
to rest and relax between new challenges.
Title: What Will My Turtle Eat?
Student Researcher: Jered Warren
School: Washington Woods Middle School
Holt, Michigan
Grade: 6
Teacher: Barb Lindquist
I. Statement of Purpose and Hypothesis:
I wanted to know what different types of foods my pet turtle
would eat so that I could have more options on what to feed
him. My hypothesis stated that he would eat fish the most
because it was what he ate in his natural habitat.
II. Methodology:
First, I wrote my statement of purpose and developed my
hypothesis. I then fed my turtle different types of foods
every other day to make sure that it was a fair test. On the
first day, I fed him fish. Then on the third day, I fed him
dried turtle food that I bought from the store. And on the
fifth day, I fed him worms. Then I recorded my observations in
my inquiry folder. After looking at the data I collected, I
accepted my hypothesis.
III. Analysis of data:
The turtle ate the fish and the worms equally well. The turtle
did not eat the dried turtle food.
IV. Summary and Conclusion:
The turtle ate both the fish and the worms when fed every other
day. It did not eat the dried turtle food from the store.
Therefore I accepted my hypothesis which stated that he would
eat fish the most because it was what he ate in his natural
habitat. The turtle died before I could try other foods.
V. Application:
I can use this information in deciding what food is best to
feed my next pet turtle.
Title: The Effect of Different Chemicals on Cut Flowers
Student Researchers: Esme Watanabe and Mimi Jung
School Address: Fox Lane Middle School
Bedford, N.Y.
Grade: 8
Teacher: Mrs. Russo
I. Statement of Purpose and Hypothesis:
We wanted to find out if any other liquids could be used to
water cut flowers. We wanted to observe the effects the
liquids have on the cut flowers. Our first hypothesis stated
that the use of bleach would kill the flowers in a matter of
days. Our second hypothesis stated that the use of Miracle
Grow would make the flower healthier. Our third hypothesis
stated that the use of perfume might change the smell. Our
fourth hypothesis stated that the use of food coloring would
change the pigment of the flower. Our fifth hypothesis stated
that the flower watered with water would prosper as usual.
II. Methodology:
Our materials included: 1. Cut, white carnations, (five,) 22
mm. tall, two leaves each. 2. Miracle Grow, 50 ml. 3. Water,
50 ml. 4. Food Coloring, 50 ml. 5. Bleach, 50 ml. 6.
Perfume, 50 ml. 7. 1 soft white Sylvania light bulb, 120 V.,
40 W. 8. Holding container for the flowers. 9. Liquid holding
containers for the flowers. First, we bought the flowers.
Then we placed 50 ml. of the different liquids in each flower's
container. Then we exposed the carnations to light for six
days. Then we made our observations.
III. Analysis of Data:
We found out that cut flowers have very different reactions
when different liquids are used to water them. For instance,
when perfume and the miracle-grow were used on the cut flowers
they died on the fourth day. The perfume changed the smell of
the flower. The bleach-treated flowers died on the fifth day.
Also the bleach changed the color of the steam. It turned from
green to clear white. The flower in water and the blue-
coloring was very healthy through the whole experiment.
IV. Summary and Conclusion:
We accepted our first hypothesis which stated that the use of
bleach would kill the flowers in a matter of days. We rejected
our second hypothesis which stated that the use of Miracle Grow
would make the flower healthier. We accepted our third
hypothesis which stated that the use of perfume might change
the smell. We rejected our fourth hypothesis which stated that
the use of food coloring would change the pigment of the
flower. We accepted our fifth hypothesis which stated that the
flower watered with water would prosper as usual. Our study
show that water is the best liquid to use on cut flowers.
V. Application:
From this experiment, we learned that Miracle Grow does not
make cut flowers healthier, in any way. In some of the flower
shops we visited, many owners said that they used, a special,
dry Miracle Grow on their cut flowers to increase life span.
After we showed them the results of our experiment, they
resolved not to use the costly substance. Instead, they will
proceed to use water, an inexpensive, natural resource.
Title: The Problems of Academically Gifted Students
Student Researchers: Dana Langer and Stephanie Gallo
School: Fox Lane Middle School
Bedford N.Y.
Grade: 6-8
Teacher: Mrs. Russo
I. Statement of Purpose and Hypothesis:
In this experiment, we are trying to find out what problems
college bound children who maintain an average of an "A" or "B"
and who do an extracurricular activity have in there lives;
socially, mentally, nutritionally, and academically.
Our first hypothesis stated that the majority of subjects
responding to our questionnaire would experience difficulty
eating and sleeping. Our second hypothesis stated that
subjects would not have time to watch t.v. or to see their
friends. Our third hypothesis stated that the subjects would
feel overwhelmed more then twice a week. Our fourth hypothesis
stated that subjects would feel their teachers expect more of
them then they do of other students.
II. Methodology:
To test our hypothesis, Stephanie and I distributed a sheet of
questions to twelve students who met our subject requirements.
All subject were between 11 and 14 years of age. They had to
answer "yes" or "no" to all the questions. Finally, we took
their answers and made a data table with them.
Materials: The only materials we needed for our project were
paper and pens, the rest was done on computer.
III. Analysis of Data:
Our data shows that 90 percent of the subjects feel overwhelmed
more then twice a week. Thirty percent of the subjects got to
see their friends more then twice a week. Eighty percent of
them spend more then two hours a night watching television.
Eighty percent have trouble falling asleep. Ninety percent of
the students feel their teachers expect more of them then of
other students. Fifty percent eat three nutritious meals a
day.
IV. Summary and Conclusion:
Our conclusion is that the majority of subjects tend to feel
overwhelmed at times, have irregular eating and sleeping
patterns, don't have time for their friends, feel their
teachers expect more of them then the other students, and find
a way to watch more then two hours of television a night.
V. Application:
We think our results can help alert parents and teachers to the
needs of the academically gifted students who are college
bound.
Title: Juice Acids
Student Researchers: Lea Rissenberg-Greenstein and Morgan
Urbanowski
School Address: Fox Lane Middle School
Bedford, N.Y.
Grade: 6
Teacher: Mrs. Russo
I. Statement of Purpose and Hypothesis:
The purpose of this experiment is to see how strong acids are
in some of the juices we drink every day. In our research, we
confirmed that citrus acids are classified as organic acids.
So are tartaric acid, lactic acid, and carbonic acids. Acids
in water solutions (juice) exhibit the following properties:
they taste sour, turns litmus paper red, and reacts with metals
like zinc to yield hydrogen gas. The juices that we chose for
our research are orange, grapefruit, cranberry, apple, and
lemon juice. Our hypothesis is that orange juice is the most
acidic.
II. Methodology:
The way we tested the hypothesis is by seeing which juice
cleaned the pennies the best. First we put the juices in
labeled cups with the pennies. Then we took the pennies out
each day and rinsed them with a little water. We observed how
well the juice cleaned them. Then we set up three graphs and
charts on which to record the results of the experiment.
III. Analysis of Data:
The data we collected showed us that acids are in many liquids.
Some are stronger than others. Lemon and cranberry juice tied
in being the most acidic juices. They cleaned the pennies the
best. Grapefruit was next. Then orange and apple tied for
last. The appearance of the pennies in our control liquid,
water, did not change.
IV. Summary and Conclusion:
Three juices are close in comparison, orange, apple, and
grapefruit. Lemon and cranberry tied for being most acidic.
The data on our graphs and charts did not support our
hypothesis which stated that orange juice is the most acidic.
There is a limit to how clean a penny can get no matter what
acidic liquid is used.
V. Application:
We learned that juices that we drink have acids that can clean
copper. One way to use this information to help our
environment is, instead of buying toxic cleaners just use
juice.
Title: What is Your Reaction Time?
Student Researcher: Erik Schimmelfing
School: Fox Lane Middle School
Bedford, New York
Grade: 7
Teacher: Ms. Russo
I. Statement of Purpose and Hypothesis:
I wanted to know more about who had faster reactions in a
family. Would it be male or female? And the other question,
would it be child or adult? The big question is who would
react quicker. My hypothesis stated that the adult male of the
family would have the fastest reaction time.
II. Methodology:
I needed a ruler, white paper, six different color markers,
scissors, and glue or tape. I used the white paper to wrap
around a 30 cm (12 in.) ruler and used the markers to make six
equal rectangles, two inches in length, on the paper. The
rectangles were my measurement units. I used the same ruler
and paper for everybody. The only thing I changed was the
person.
The operation involved the following steps: 1. Evaluator (me)
would hold the ruler at the top while the subject held fingers
open about a half inch apart on each side of the ruler about
one centimeter from the bottom. 2. Evaluator then suddenly
drops the ruler and the subject would catch it as fast as
possible. 3. Record the number of measurement units that
passed between the subject's finger before catching ruler. 4.
Repeat steps one and two, five times and then get average.
Remember, larger numbers are faster reaction times.
I dropped it for three different families and the results from
each were different.
III. Analysis of Data:
Each family and family member usually had a different reaction
time. I did three different families. In the first one, my
father and I tied for the fastest reaction average of 4.2
units. The second family's father was on top with an average
of 3.8 units. Finally, the third family's father and the
younger daughter tied at 4.0 units.
IV. Summary and Conclusion:
The adult male was either tied or alone with the best reaction
time in each family. Therefore, I accepted my hypothesis
which stated that the adult male of the family would have the
fastest reaction time.
Title: The Works of the Waterwheel
Student Researchers: Catherine Sullivan and Sarah Retz
School Address: Fox Lane Middle School
Bedford, New York
Grade: 6
Teacher: Mrs. Russo
I. Statement of Purpose and Hypothesis:
We wanted to find out more about lifting weights using a
waterwheel. Our first hypothesis stated that, with the volume
of water held constant, a waterwheel would lift objects of
increasing weight a shorter and shorter distance in height.
Our second hypothesis stated that when the weight was held
constant and the volume of water increased, the height an
object would rise would increase.
II. Methodology:
The materials I used included: waterwheel, weights, winch,
trough, string, water, and wooden board. In the first
experiment, the volume of water was held constant. The weight
of objects lifted by the waterwheel was the manipulated
variable. The height the objects were lifted was the
responding variable. In the second experiment, the weight of
the object being lifted was held constant. The volume of water
used to power the waterwheel was the manipulated variable. The
height the object was lifted was the responding variable. Step
1 - Pour water into trough to make wheel spin. Step 2 -
Measure the height that the weight rose. Step 3 - Record data.
Step 4- Repeat steps 1-3 using the same volume of water and 15
different weights (2 times each). Step 5 - Repeat the entire
procedure using the same weight and 15 different volumes of
water (2 times each).
III. Analysis of Data:
With the volume of water held constant, the more weight we
added seemed to reduce the height it rose about an inch each
time. We also found out that when we poured more water into
the trough, the same weight was lifted higher.
IV. Summary and Conclusion:
Our data supported our first hypothesis which stated that, with
the volume of water held constant, a waterwheel would life
objects of increasing weight a shorter and shorter distance in
height. We accepted our second hypothesis which stated that
when the weight was held constant and the volume of water
increased, the height an object would rise would increase.
We had some problems in our experiment. First, when we poured
the water into the trough, the water would get all over the
place because the trough was not lined up correctly with the
waterwheel. Another problem was that since the shaft was
coiled, it had some problems turning and would get stuck. We
fixed those problems by adjusting the trough with the
waterwheel and smoothing out the shaft.
V. Application:
The Waterwheel is a simple machine. If you pour a lot of water
into the waterwheel at the same time, the axles will spin and
cause the waterwheel to produce energy.
Title: What Common Food Has The Best Reaction With Yeast?
Student Researchers: Peter Monteleone and Jamie Markell
School Address: Fox Lane Middle School
Bedford, New York
Grade: 8
Teacher: Mrs. Russo
I. Statement of Hypothesis:
We wanted to know more about how yeast reacts with different
foods. Yeast is a living plant and when it is supplied with
the proper foods under certain conditions it grows. We wanted
to know which food would be best for the "yeast colony." Our
hypothesis stated that the flour would react best with yeast.
II. Methodology:
We used glass bottles, balloons, gelatin, syrup, flour, grape
juice, a ruler, and a notebook to write down our information.
The manipulated variable was the food in each bottle. The
amount of food, amount of yeast, size of bottle, temperature,
and moisture of area were all the same. We took equal amount
of syrup, gelatin, grape juice, and flour. We placed them each
in separate bottles with a certain amount of yeast. We then
placed a balloon over the mouth of each bottle. After we
prepared each bottle, we placed them in my bathroom which was
preheated to an ideal temperature of 85 degrees F. We then
measured the diameter of the balloon every 15 min. for 4 hours
to measure the amount of carbon dioxide given off by the
growing yeast.
III. Analysis of Data:
We found that the largest balloon was over the bottle which
contained the grape juice and yeast. The next largest was
flour, then syrup, then gelatin.
IV. Summary and Conclusion:
Our hypothesis was rejected. We hypothesized that the flour
would react best with yeast, but the grape juice did. We plan
to do the experiment one more time to gather more data.
V. Applications:
This project is important to the outside world, because alcohol
is made when yeast in added to the substances in the bottles.
Alcohol is a very important product. It is used to make
shellac, varnish, soap, celluloid, gunpowder, drugs, perfumes,
and hundreds of other materials.
Title: Aerodynamics of Falling Objects
Student Researcher: Chris Quatraro
School Address: Kenmore Middle School
155 Delaware Road
Kenmore, New York 14217
Grade: 8
Teacher: Mrs. Swarts
1. Statement of Purpose and Hypothesis:
I wanted to find out more about the aerodynamics of falling
objects. Aerodynamics deals with motion of air and other gases
and their flow around a body in motion. Aerodynamics depends
on size, shape, and velocity of objects. My hypothesis stated
that a cone shaped piece of paper would fall faster than a
square, sphere, rectangle, or cylinder.
II. Methodology:
First, I studied about aerodynamics. I went to the library and
read about the subjects. From what I read, I developed my
hypothesis. Then I tested my hypothesis by making each shape
that I was going to test out of paper. Then I dropped each
shape individually from a vertical distance of 121 cm. I had a
friend time the rate of descent with a watch that had a second
hand. I dropped and timed each shape four times. After I had
recorded all the times, I inserted them into a data table and
averaged the four times for each shape. All the data I
collected and put into my data table I also put into graph
form. On the vertical axis of my graph, were the times, 0 to 3
seconds. On the horizontal axis, were the shapes. The
materials that I used for this experiment were 6 sheets of
paper, pencil, ruler, scissors, tape, and a watch with a second
hand.
III. Analysis of Data:
I dropped each individual shape four times from the same
height. Then I averaged the times together and got some
results that I didn't expect. The cylinder and the sphere fell
the fastest at an average of 1 second each. The cone was the
second fastest at an average of 1.25 seconds. Then came the
rectangle at an average of 2.25 seconds. The circle fell to
the ground in an average time of 2.5 seconds. The square fell
in an average of 2.75 seconds.
IV. Summary and Conclusion:
I found out that aerodynamics have a great affect on the time
of descent of a certain shaped object. In brief, the analysis
of my data shows that the data that I collected did not support
my hypothesis. Therefore, I rejected my hypothesis that said
that the cone will fail the fastest. The cylinder and sphere
fell the fastest.
V. Application:
I play soccer and during a game the ball goes up in the air and
falls quite often. Now I can better judge how fast the ball
will fall. I can also apply what I have learned in my science
class. There are many more uses for aerodynamics in the world
like development of cars with less wind resistance, planes that
travel faster, boats that travel faster, and bicycles that have
less wind resistance.
Title: How Smart Is Your Best Friend?
Student Researcher: Adrienne Goodwin
School: Kenmore Middle School
Kenmore, New York
Grade: 8
Teacher: Evelyn Swarts
I. Statement of Purpose and Hypothesis:
I wanted to find out more about the intelligence of dogs.
There is some controversy on whether or not dogs are
intelligent species or have a low I.Q. I feel there could be
many ways a dog's I.Q. could be determined. I think the size
of a dog can affect its I.Q.. My hypothesis stated that
smaller dogs will be slightly smarter than larger dogs.
II. Methodology:
First, I wrote my statement of purpose, researched a book on
testing the intelligence of dogs, and developed my hypothesis.
I gathered my materials which were food, a tin can, hand & bath
towel, keys, leash, watch with second hand, three medium sized
dogs, and three large sized dogs. I began by performing a
number of tests scoring the dogs from O to 5. A score of O
meant no effort and a score of 5 meant an excited, lively
response. The tests were performed as follows: 1. Grab your
keys and dog leash. Stop and don't move towards door. Record
score related to dog's reaction. 2. Show dog piece of food and
let him sniff. Place on ground and put empty can over it.
Encourage dog to get bait. Record score related to how fast
dog retrieves the food. 3. Make sure dog is awake. Throw a
bath towel over his head and shoulders with quick motion.
Record score related to how fast the dog removes the towel.
4. Stand 8 ft. away from your dog. When he looks at you,
broadly smile. Record score related to how much he smiles
back. The bigger the smiles the better. 5. Show dog a piece
of food. Let him sniff it for 5 seconds. Then with
exaggeration throw a hand towel over the piece of food. Record
score related to how fast dog retrieves the food. 6. Place dog
on a leash in the center of a room. Show the dog a piece of
bait and place it in a corner. Make sure dog sees where bait
is placed. Take dog out of room and walk him in a circle, then
bring him back to center of room. Slip leash off dog and start
watch. Record score related to how fast he retrieves bait. 7.
Setup and scoring is identical to that of test 6. Place bait
in different corner. Take dog out of room for five minutes,
then bring him back and start watch. Record score related to
how fast he retrieves bait. 8. Have dog sit in center of room.
Look at him and call his name. Record score related to his
reaction. Variables in this experiment were gender, age, and
breed of dogs. After I found the results of my tests, I
evaluated my hypothesis, and wrote my summary and conclusion.
I presented my data to the class.
III. Analysis of Data:
I performed these trials on each of the six dogs. I noticed
that the expressions on the dogs' faces varied, allowing me to
conclude that every dog is different in both personality and
intelligence. My graph showed that smaller dogs scored a
sightly higher average than the larger dogs, but the difference
was very small.
IV. Summary and Conclusion:
All of the dogs tested scored differently throughout this I.Q.
test. While one of the large dogs reacted really well to this
test, another one of the large dogs scored poorly. Size did
not have an effect on the dog's I.Q.. In many ways, dogs are
similar to humans. Each dog is an individual. I rejected my
hypothesis because size is not a factor in determining
intelligence. If I wanted to do more research about a dog's
intelligence, I could test certain breeds.
V. Application:
I could use this information in my life as an individual.
Whether or not other people use this information depends on
their love for dogs. I am very much interested in dogs as
pets. This method of testing could help me in the process of
choosing an appropriate dog for myself. My findings could help
people who work with show dogs for both a living and a hobby.
They could evaluate which dogs may have the best stage
presence.
© 1995 John I. Swang, Ph.D.