The National Student Research Center
E-Journal of Student Research: Science
Volume 4, Number 4, December, 1995
The National Student Research Center
is dedicated to promoting student research and the use of the
scientific method in all subject areas across the curriculum,
especially science and math.
For more information contact:
- John I. Swang, Ph.D.
- Founder/Director
- National Student Research Center
- 2024 Livingston Street
- Mandeville, Louisiana 70448
- U.S.A.
- E-Mail: nsrcmms@communique.net
- http://youth.net/nsrc/nsrc.html
TABLE OF CONTENTS
- Plants With Air and No Air
- The Effect of Chlorination on Alga
- The Effect of Gravity on Objects
Rolling Down An Incline Plane
- The Effect of Different Concentrations
of Fertilizer On the Health and Growth of Plants
- The Effects of Saltwater Intrusion
on Freshwater Plants
- What is the Effect of the Different
Colors of Light on Plant Growth?
- What is Viscosity?
- How Carbon Dioxide Affects the Temperature
of Air
- pH Pandemonium
- Chromatographic Analysis of Colored
Ink
- The pH Level of Our Town's Lakes,
Streams, and Rivers
- The Greenhouse Effect
Title: Plants With Air and No Air
Student Researchers: Nicole Chaffee, Brittany Gerstenslager,
Chris Paz, Victoria Bostwick, Brett
Wetzel, Jelal Younes, Mike Lawless, Sarah
French, Eric Williams, and Heather Lynch
School: Enfield Elementary,
Ithaca, New York
Grade: 2
Teachers: Maria Leahy and Daisy Sweet
I. Statement of Purpose and Hypothesis:
We wanted to learn if a plant needs air to grow. We predicted
that if a plant did not have air, it would die. We predicted
that if a plant did have air, it would not grow.
II. Methodology:
We put a marigold plant in a plastic bag. We put water in the
bottom of plant in the plastic bag. We left the other marigold
plant in the air. We put them next to each other in the
sunlight. We watered the no-bag plant with as much water as we
gave the other plant. We observed them. We recorded our
observations in our science journals.
III. Analysis of Data:
We observed the plants on the sixth day. The plant in the bag
turned yellow. The plant without the bag was green. The
flowers opened. On the 19th day, the plant in the bag was
brown and moldy. The plant without the bag was green and
healthy. Another bud turned to a flower.
IV. Summary and Conclusion:
We learned that plants need air to live.
V. Application:
Make sure that the plant has plenty of air.
TITLE: The Effect of Chlorination on Alga
STUDENT RESEARCHER: Jack Swetland
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a scientific research project on the effects
of chlorination on alga. My hypothesis states that alga
growing in water will not survive after chlorine is added to
the water.
II. METHODOLOGY:
First, I decided on my topic. Then I wrote my statement of
purpose, review of literature, and hypothesis. I collected
samples of alga, protozoa, and amoebas and stored them in three
jars. Each jar was filled with 250 mL of water. I added 50 mL
of bleach to one jar, 5 mL of bleach to another jar, and the
last jar contained no bleach. I observed what happened to the
alga, protozoa, and amoebas under a microscope and recorded the
results. Finally, I analyzed my data, accepted or rejected my
hypothesis, applied my findings to real life and published the
complete report.
III. ANALYSIS OF DATA:
In the water where 50 mL of bleach was added, the protozoa and
amoebas were not swimming. I assumed that if the protozoa and
amoebas were dead, then the alga were also dead. The protozoa,
amoebas, and alga were also dead in the water where 5 mL of
bleach was added. In the water with no bleach added, the
protozoa and amoebas were swimming, which meant that the alga
were alive.
IV. SUMMARY AND CONCLUSION:
The alga were dead when any amount of bleach was added to the
water it lived in. When no bleach was added, the alga remained
alive. Therefore, I accepted my hypothesis which stated that
alga would not survive when chlorine was added.
V. APPLICATION:
I could use the information from this project to determine that
bleach (or anything chlorinated) should be used to kill harmful
alga in water. If chlorination kills microscopic life forms,
then it may be harmful to humans. Some studies link chlorine
to causing cancer. Its fumes often cause dizziness to humans
and is poisonous if ingested. Future studies should be done to
see how harmful chlorine is to humans.
TITLE: The Effect of Gravity on Objects Rolling Down An
Incline Plane
STUDENT RESEARCHER: Adam Bernstein, Lindsay Flexer, & Erin
Lecorgne
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We would like to do a scientific research project to determine
the effect of weight on the speed of objects rolling down an
inclined plane. Our hypothesis states that objects of
different weight and same shape will roll down an inclined
plane at the same speed.
II. METHODOLOGY:
First, we wrote our statement of purpose and our review of the
literature. Then we developed our hypothesis. Next, we wrote
our methodology to test our hypothesis. Then we made a list of
materials. The materials we used were two small condensed milk
cans. We emptied one of the milk cans and it weighed 1.92 oz.
The other milk can that was full and weighed 2.16 oz. We also
used two medium sized coke cans. We did the same procedure
that we did with the condensed milk cans. The empty coke can
weighed .48 oz. The full one weighed 13.76 oz. We then used
two large juice cans that weighed 58.8 oz. full and 5.60 oz.
empty. Our last piece of material was the plywood used for the
plane. We created a data collection form and observation
sheet. Then, we took the empty condensed milk can that weighed
1.92 oz. and the full condensed milk can that weighed 2.16 oz.
and rolled them down the inclined plane and observed which one
hit the ground first. We repeated this procedure for a total
of 6 times. Then we took the coke cans and did the same thing
as we did with the condensed milk can. We repeated the
procedure for a total of 6 times. Then we took the juice cans
and did the same procedure. We repeated it for a total of 6
times. When we finished, we put the information on our
observation form. Then we analyzed our data with charts,
statistics, and graphs. Next, we accepted or rejected our
hypothesis and wrote our summary and conclusion. We then,
applied our findings to the real world.
III. ANALYSIS OF DATA:
The results of our experiment show that all of the heavier
objects reached the ground first when rolled down an inclined
plane. The heavier the object was the faster it rolled.
Friction slowed the lighter objects down more than the heavier
objects because the heavier object had more mass and was able
to overcome the resistance of friction better.
IV. SUMMARY AND CONCLUSION:
For our six trials with each of the cans, the heavier cans hit
the ground first. Therefore we reject our hypothesis which
stated that objects of different weights and same shape will
roll down an inclined plane at the same speed.
V. APPLICATION:
When kids make Pine Box Derby cars they should make their cars
heavier so that they will roll downhill faster.
TITLE: The Effect of Different Concentrations of Fertilizer On
the Health and Growth of Plants
STUDENT RESEARCHERS: Michael Clark and Angela Geraci
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We are doing a research project to determine the effect that
different concentrations of fertilizer have on the growth and
health of plants. Our hypothesis states that the radish seeds
watered with 40% fertilizer and 60% water solution will grow
the tallest.
II. METHODOLOGY:
First, we wrote our statement of purpose. Next, we conducted
our review of literature and developed our hypothesis. In
order to test our hypothesis, we bought two bottles of Liquid
Grow fertilizer, radish seeds, six planting pots, and soil to
plant the seeds in. Next, we planted eleven radish seeds in
each of the six pots. Then we filled six cups with different
solutions of fertilizer and water. We filled the first cup
with five ounces of fertilizer and no water which is 100%
fertilizer. We filled the second cup with 80% fertilizer and
20% water which is four ounces of fertilizer and one ounce of
water. We filled the third cup with 60% fertilizer and 40%
water which is three ounces of fertilizer and two ounces of
water. We filled the fourth cup with 40% fertilizer and 60%
water which is two ounces of fertilizer and three ounces of
water. We filled the fifth cup with 20% fertilizer and 80%
water which is one ounce of fertilizer and four ounces of
water. We filled the sixth cup with 100% water and no
fertilizer which is five ounces of water and no fertilizer. We
watered the plants one ounce every other day for ten days.
Next, we observed the results and recorded them. We then wrote
our analysis of data. Next, we made our charts and graphs and
wrote our summary and conclusion. Then we accepted or rejected
our hypothesis.
III. ANALYSIS OF DATA:
The plants watered with the 100%, 80%, 60%, 40%, and 20%
solution of fertilizer did not sprout. The plants watered with
100% water sprouted on the fifth and sixth day. The average
height of the plants was four and one half cm. The plants had
an average of two leaves with a greenish yellow color. They
were in good health.
IV. SUMMARY AND CONCLUSION:
The plants watered with 100% water were the only ones to
sprout. Therefore we reject our hypothesis that states that
the plant watered with the 40% solution of fertilizer will grow
the tallest. The other five plants did not sprout because the
fertilizer was a source of pollution.
V. APPLICATION:
Too much of a good thing is just as bad as not enough. Do not
over fertilize your plants because it kills them and causes
pollution.
TITLE: The Effects of Saltwater Intrusion on Freshwater Plants
STUDENT RESEARCHER: Abra Murray and Alan Leung
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We would like to do a scientific research project to determine
the effects of saltwater intrusion on a freshwater plant. Our
hypothesis states that the freshwater plant watered with
saltwater will not be able to survive.
II. METHODOLOGY:
First, we wrote our statement of purpose. Then we wrote our
review of the literature. Next, we developed our hypothesis
and wrote our methodology. Then we wrote our list of
materials. Next, we developed our data collection form. Then
we began our experimentation. We watered one of the fresh
water plants with saltwater for two weeks as needed. We
watered the other fresh water plant with freshwater for two
weeks as needed. We observed the plants for health, growth,
and color and recorded our data. Then we analyzed our data
using simple statistics, graphs, and charts. Next, we accepted
or rejected our hypothesis. Next, we wrote our summary and
conclusion and application. Finally, we sent our abstract to
the Journal of Student Research.
III. ANALYSIS OF DATA:
We planted four freshwater plants and watered two of them with
saltwater and two of them with freshwater. The two freshwater
plants watered with saltwater began losing leaves on day three
and during the whole period they lost an average of ten leaves.
The freshwater plants being watered with freshwater started
growing leaves on day two and during the whole period grew an
average of two and a half leaves. The two freshwater plants
watered with saltwater started shrinking on day three and had
lost and average of 13 cm. by the end of the experimentation
period. The two freshwater plants watered with freshwater
started to grow taller on day three and by the end of the
experimentation period had grown an average of five and one
fourth cm. The two plants watered with saltwater began to
deteriorate in health on the third day until they were both
dead on day 14. The two freshwater plants watered with
freshwater remained in good health throughout the
experimentation.
IV. SUMMARY AND CONCLUSION:
The freshwater plants being watered with saltwater were not
able to survive. Therefore, we accept our hypothesis which
stated that the freshwater plants being watered with saltwater
would not be able to survive.
V. APPLICATION:
Our research indicates, that people should help to find ways to
keep saltwater out of the freshwater wetlands. This is
especially true for the wetlands in Louisiana which are rapidly
being destroyed by saltwater intrusion.
TITLE: What is the Effect of the Different Colors of Light on
Plant Growth?
STUDENT RESEARCHERS: Emily Meyer and Brett Poole
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We would like to do a scientific research project on how the
different colors of light affect plant growth. Our hypothesis
states that different colors of light will affect the growth
rate of plants.
II. METHODOLOGY:
First, we wrote our statement of purpose. Then we wrote our
review of the literature. Then we developed our hypothesis.
Next, we listed our materials and got our data collection
sheet. In order to test our hypothesis, we had to set up three
"growing boxes" for our plants. First, we stood a shoe box up
vertically. Then we placed one half a cup of soil in each
plant pot. Then we placed 10 radish seeds in each of the plant
pots. Then we placed a pot in one box and stretched green
saran wrap over the front of the box. Then we repeated the
procedure using pink and clear plastic wrap. Each day for two
weeks, we watered the plants as needed. Then we observed and
recorded the following data: height, color, number of leaves,
and health. Next, we analyzed our data and made charts and
graphs. Then we accepted or rejected our hypothesis. Next, we
wrote our summary and conclusion. Finally, we wrote our
application and applied our findings to the real world.
III. ANALYSIS OF DATA:
We grew plants in different colors of light for two weeks. Our
data shows that our green light plants sprouted on the fifth
day. They grew to an average height of eleven and three
quarters of a centimeter. They were in good health and had a
total of twelve leaves. Our pink light plants sprouted on the
fourth day. They grew to an average height of twelve and one
half centimeters. They had fifteen leaves and were in good
health. Our full light plants sprouted on the eight day and
grew to an average height of eight centimeters. They had
eighteen leaves and were in good health. After two weeks of
observation, our pink light plant grew the tallest and our full
light plant had the most leaves.
IV. SUMMARY AND CONCLUSION:
We found that after two weeks of observation both the pink
light and the green light plants grew taller then the full
light plants. However, the full light plants had more leaves.
Therefore, we accept our hypothesis which stated that different
colors of light will affect plant growth.
V. APPLICATION:
Our data shows that the pink plant grew the tallest.
Therefore, we suggest that green houses be turned into pink
houses so that the plants will grow taller. However, if a
person wants a lot of foliage, they should build a full light
house or a house in which all the colors of the spectrum are
allowed to reach the plant.
TITLE: What is Viscosity?
STUDENT RESEARCHER: Jonathan Knight
SCHOOL: Mimosa Park Elementary School
Luling, Louisiana
GRADE: 3
TEACHER: Mrs. Morgan
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
My first hypothesis states that honey will flow faster then
syrup, motor oil, and cooking oil. My second hypothesis states
that all of the liquid will flow slower at a colder
temperature.
II. METHODOLOGY:
First, I made a trough. Then I timed each liquid at room
temperature running down the trough. Then I put the liquids in
the refrigerator for two hours. Then I timed the liquids again
running down the trough. Then I recorded all my results and
analyzed my data.
III. ANALYSIS OF DATA:
The honey flowed slower than any of the other at room
temperature. The honey flowed slower after being refrigerated
than at room temperature. The cooking oil flowed fastest at
room temperature. The cooking oil did not flow fastest after
being refrigerated.
IV. SUMMARY AND CONCLUSION:
Viscosity is a property of liquids that makes them flow at
different speeds. My data indicated that the honey flowed
slower than any of the liquids at room temperature and even
slower when refrigerated. The cooking oil flowed the faster at
room temperature and was slower when refrigerated. Most
liquids flow slower when colder. Therefore I accept both of my
hypotheses because each liquid flowed at a different speed and
all flowed even slower when refrigerated.
TITLE: How Carbon Dioxide Affects the Temperature of Air
STUDENT RESEARCHER: Matthew Kuzio
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 how carbon dioxide affects the temperature
of air. My hypothesis stated that if carbon dioxide is removed
from an environment, that environment will be cooler than an
environment filled with carbon dioxide.
II. METHODOLOGY:
First, I wrote my statement of purpose, review of literature,
and developed my hypothesis. I then wrote my methodology and
list of materials. I also made a data collection form. Next,
I filled two fish tanks with soil five centimeters deep. I
placed a thermometer in each tank and recorded the temperature,
making sure that they were the same at the beginning of the
study. Then I labeled one tank "With Carbon Dioxide" and the
other "Without Carbon Dioxide". I put a bowl of lime in the
tank labeled "Without Carbon Dioxide". Lime absorbs carbon
dioxide. I covered each tank with a fitted piece of glass so
it would be sealed. I placed a light over each tank and turned
them on. The thermometers were not in the direct light. I
observed and recorded the temperatures once a day for twelve
days. I analyzed my data and accepted or rejected my
hypothesis. Next, I wrote my summary and conclusion. Finally,
I applied my observations to the real world.
III. ANALYSIS OF DATA:
After recording the temperature daily for twelve days, I found
that a temperature difference developed between the tanks. The
difference remained constant after day three. The starting
temperature in both tanks was 22 degrees Celsius. On day one,
the temperature rose to 27 degrees Celsius in both tanks. On
day three, the temperature dropped to 26 degrees Celsius in the
tank without carbon dioxide while the temperature remained at
27 degrees Celsius in the tank with carbon dioxide. This
temperature difference was maintained throughout the remainder
of the experiment.
IV. SUMMARY AND CONCLUSION:
Carbon dioxide does affect the temperature of air. The
temperature in the tank with carbon dioxide was higher because
carbon dioxide traps heat. The temperature was lower in the
other tank because the lime absorbed the carbon dioxide.
Therefore, I accepted my hypothesis which stated that if carbon
dioxide was removed from an environment, that environment would
be cooler than an environment with carbon dioxide.
V. APPLICATION:
Carbon dioxide helps to keep the earth warm and livable by
trapping heat near the earth's surface. If there were no
carbon dioxide, the temperature would be too cold for life. On
the other hand, if the amount of carbon dioxide would increase
too much from such sources as burning oil and coal, global
warming would occur.
TITLE: pH Pandemonium
STUDENT AUTHORS: Catherine Krahe, Alice Lorch, Nikki Decker,
Jaclyn Antzoulis, Lindsey Hopper
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
TEACHER: Vincent Carbone
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
Which Fairfield body of water has the most/least acid? The
ones we are testing are Long Island Sound, Lake Hills, Lake
Mohegan, Gould Manor, Owen Fish, Mill River, Rooster River, and
rain water from a puddle. Our first hypothesis states that the
Sound will be the most acidic. Our second hypothesis states
that Gould Manor will be the least acidic.
II. METHODOLOGY:
We chose several local lakes, oceans, and rivers and tested
their ph levels. We divided up the locations and gave each
person one or two bodies of water to test. When students went
to their location(s) they would put ph paper in the body of
water. It would come out a different color that would define
the ph level of the water. Then we compared the color to a
chart which told us what ph level the water was. Lastly, we
recorded and analyzed the data and typed up our abstract for
publication.
III. ANALYSIS OF DATA:
We will now tell you what the ph level of all the bodies of
water are:
Gould Manor - 6.0
Owen Fish - 6.0
Lake Mohegan - 5.0
Mill River - 5.0
Lake Hills - 5.0
Rooster River - 5.0
Rain Water - 5.0
Long Island Sound - 4.5
IV. SUMMARY AND CONCLUSION:
When we finished we found that the Sound was most acidic (as we
predicted). We also found that Gould Manor and Owen Fish tied
for the least acidic. We predicted Gould Manor would have the
least, but Owen Fish had the same acidity as Gould Manor.
Therefore, we accepted both of our hypotheses.
TITLE: Chromatographic Analysis of Colored Ink
STUDENT RESEARCHER: Matthew Kuzio
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 the colored ink in a felt-tip marker is
really a mixture of colors. My hypothesis stated that the
individual colors of the markers are really made up of mixture
of different colors.
II. METHODOLOGY:
First, I wrote my statement of purpose, reviewed the
literature, and developed my hypothesis. I then wrote my
methodology, a list of materials, and made a data collection
form. Next, I cut four strips of coffee filter. Then I drew a
large dot with four color felt-tip markers near the bottom of
each strip. I used black, purple, green, and blue. I pushed a
pencil through the top of each strip of paper. Then I put the
bottom of the paper into some water in a glass. As the paper
strips absorbed water, I observed the color marks on the strips
for any separation of colors. I repeated this procedure again.
I then recorded my observations. I wrote my analysis of data
and my summary and conclusion. I then accepted or rejected my
hypothesis. Finally, I applied it to the real world.
III. ANALYSIS OF DATA:
My observations were that black separated into yellow, orange,
and blue. Blue separated into purple and turquoise. Green
separated into blue and yellow. Purple separated into purple
and red.
IV. SUMMARY AND CONCLUSION:
Each color separated into a least two colors. Therefore, I
accept my hypothesis which stated that the individual colors of
the markers are really made up of a mixture of different
colors.
V. APPLICATION
Knowing how a color separates, a person could use water colors
to paint a beautiful picture. Also, if a person did not have a
particular color, such as green, he could make that color by
mixing blue and yellow.
TITLE: The pH Level of Our Town's Lakes, Streams, and Rivers
STUDENT RESEARCHERS: Steven Kinsley, Louis Gubitosi, and David
Lupo
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
TEACHER: Mr. V. Carbone, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to find out if the pH level in our town's lakes,
streams and rivers changes from week to week. Our hypothesis
states that the pH level in our town's lakes, streams, and
rivers will change from week to week.
II. METHODOLOGY:
To test our hypothesis, we got our supplies: jars, pH paper,
and water samples. We collected our water samples from six
different bodies of water. We did this for three weeks. We
recorded our data on the data collection sheet below and then
analyzed it.
III. ANALYSIS OF DATA:
pH Chart
Week 1 Week 2 Week 3
Lake Mohegan 6 7 8
Mill River 5 6 5
Owen Fish Pond 5 7 5
Gould Manor 6 4 5
Lake 4 5 5 -
Lake 6 6 6 -
Samples were not collected from Lake 4 and Lake 6 during Week
3.
IV. SUMMARY AND CONCLUSION:
We accepted our hypothesis. We predicted that the pH level
would change from week to week and it did. This was true
expect for Lake 4 and Lake 6. Also, we think we had some
errors in testing Mohegan Lake because the other lakes were
acidic and Mohegan became basic.
V. APPLICATION:
To lower the acidity in lakes, streams, and rivers, we should
try hard to stop polluting the air which can cause acid rain.
TITLE: The Greenhouse Effect
STUDENT RESEARCHERS: Nikki Decker, Missy Naft, and Jaclyn
Antzoulis
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
TEACHER: Mr. V. Carbone, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to know more about the greenhouse effect. We will
build two models of the earth's atmosphere to demonstrate the
greenhouse effect. We will measure the temperature inside two
models of the earth's atmosphere. One model will not have
Saran Wrap and the other model will have Saran Wrap to trap
heat inside much like carbon dioxide does. Our hypothesis
states that the model with the Saran Wrap will be warmer.
II. METHODOLOGY:
First, we gathered the materials we needed for the experiment:
1) Two 2-liter bottles, 2) two thermometers, 3) Saran Wrap, and
4) a heat lamp. For our experiment, we will cut the tops off
the two 2-liter bottles. We will tape athermometer inside each
bottle. We will cover the top of one bottle with Saran Wrap.
This will represent the greenhouse gases which trap the heat in
our atmosphere. We will place the two bottles by the lamp
representing the sun. We will observe and record the
temperatures every five minutes on our data collection sheet.
III. ANALYSIS OF DATA:
Bottle number one was the coolest out of the two bottles. It
did not have the Saran Wrap covering it. Bottle number two was
the warmest. It had the Saran Wrap covering it.
Data Collection Chart
0 minutes 5 min. 10 min. 15 min. 20 min. 25 min.
#1 (22 C) #1(26 C) #1(27 C) #1(28 C) #1(28 C) #1(28 C)
#2 (22 C) #2(27 C) #2(28 C) #2(29 C) #2(30 C) #2(32 C)
IV. SUMMARY AND CONCLUSION:
We accepted our hypothesis which stated that the model with the
Saran Wrap will be warmer. The Saran Wrap on top of the model
acted like carbon dioxide and trapped heat and produced a
greenhouse effect. It was at least one degree warmer than the
bottle without the Saran Wrap.
V. APPLICATION:
This experiment helped us understand what the greenhouse effect
does to our climate. From our research, we found out that we
need to stop polluting the air or we will change our climate
forever. This means that the atmospheric temperature will
rise, the polar ice-caps will melt, and sea level will rise.
It is important that we plant more trees which will recycle
carbon dioxide. We can also help by limiting all our behaviors
that burn fossil fuels and produce greenhouse gases.
© 1995 John I. Swang, Ph.D.