TITLE: The Effect of Air Pressure on the Bounce of a Basketball
STUDENT RESEARCHER: Sara A. Akey
SCHOOL ADDRESS: Mandeville Middle School
2525 Soult St.
Mandeville, LA 70448
GRADE: 5
TEACHER: Mrs. Lehman and Mrs. Hulin
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
Do different amounts of air pressure in a basketball affect how
high the basketball bounces? This is the problem that I wanted
to find the answer to. I hypothesized that a basketball will
bounce higher as you increase the air pressure in.
II. METHODOLOGY:
The procedure I used to test my hypothesis was to deflate a
basketball to atmospheric pressure. I then dropped it from one
yard high (91.44 centimeters) and measured how high it bounced.
I repeated this step three times to get an average height. I
then raised the pressure in the basketball one p.s.i. at a time,
testing how high the ball bounced each time. I stopped after I
got to ten p.s.i.
III. ANALYSIS OF DATA:
At zero p.s.i. (atmospheric pressure), the basketball bounced an
average of 39.57 centimeters. One p.s.i. averaged 54.18 cm.
Two p.s.i. averaged 58.42 cm. Three p.s.i. averaged 67.51 cm.
Four p.s.i. averaged 71.12 cm. Five p.s.i. averaged 72.16 cm.
Six p.s.i. averaged 78.74 cm. Seven p.s.i. averaged 80.42 cm.
Eight p.s.i. averaged 81.48 cm. Nine p.s.i. averaged 83.82 cm.
Ten p.s.i. averaged 85.09 cm.
HEIGHT OF BASKETBALL BOUNCE (cm)
AIR PRESSURE (PSI) TRIAL 1 TRIAL 2 TRIAL 3 AVERAGE
0 39.37 40.01 39.37 39.57
1 53.34 54.61 54.61 54.18
2 57.79 58.42 59.06 58.42
3 67.31 67.95 67.31 67.51
4 71.12 71.12 71.12 71.12
5 72.39 73.03 71.12 72.16
6 78.74 78.74 78.74 78.74
7 80.01 80.65 80.65 80.42
8 81.28 81.28 81.92 81.48
9 83.82 83.82 83.82 83.82
10 83.82 85.09 86.36 85.09
IV. SUMMARY AND CONCLUSIONS:
When the ball was at atmospheric pressure (the same pressure
inside the ball as outside), it bounced higher than I thought it
would. I thought that the ball would look flat, but it was
still round.
I also found out that when the basketball had just a little bit
of air pressure in it, it bounced much better, than at
atmospheric pressure.
When the air pressure was already high there was not much of a
difference in bounce between 6 and 10 p.s.i. The manufacturer
recommends that the ball be inflated to 6-8 p.s.i. I think that
they have tested this and there is not much difference in bounce
after 6-8 p.s.i.
I found that every time I raised the air pressure in the
basketball, up to ten p.s.i., it bounced higher. Therefore, I
accept that my hypothesis which stated that a basketball will
bounce higher as you increase the air pressure in.
V. APPLICATION:
People should realize that what the manufacturer recommends for
the air pressure in a ball is the best pressure for the safest
and best performance of the equipment. I also think that these
findings can be applied to make sports equipment work better and
for helping athletes in their sports.
TITLE: Does Carbonation Affect The Freezing Of Water?
STUDENT RESEARCHER: Max Edelman
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 4
TEACHER: Gayle McCants
I.STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out if carbonation would affect how water
freezes. My hypothesis stated that carbonation will make the
water freeze faster and harder.
II.METHODOLOGY:
First, I stated my purpose. Then I conducted library research
on my topic and developed my hypothesis. The materials I used
to test my hypothesis included seltzer water (water with carbon
dioxide and no salt), water, two clean clear plastic cups, a one
cup measuring cup, clock, and a freezer. I set up my materials
on a counter and then poured one cup of water into a clear
plastic cup. I then poured one cup of seltzer into a clear
plastic cup. I placed both cups of liquid into the freezer at
the same time and checked the liquid in the freezer every hour.
Every time I checked the cup of water and the cup of seltzer I
would write down on a piece of looseleaf paper what I saw. I
checked how frozen each cup was every hour. Everything was
controlled for except that one cup had pure water and the other
cup had carbonated water. I conducted three trials of my
experiment.
III.ANALYSIS OF DATA:
I found that, at the beginning of the experiment, both the water
and the seltzer were freezing alike. But as the hours went by,
the water froze faster and harder. The seltzer always had some
bubbles and slush on top of the cup and when the water was
frozen the seltzer still was mushy. I found out that water
freezes faster and harder without carbon dioxide mixed in.
IV.SUMMARY AND CONCLUSION:
I found out that pure water froze faster than the carbonated
water. The pure water froze solid, without slush. The
carbonated water always had slush and did not freeze fully. I
therefore reject my hypothesis which stated that carbonated
water would freeze faster than pure water.
V.APPLICATION:
It is very useful to know about freezing water or freezing
carbonated water because these substances are used in foods and
drinks and it might be important to know whether these foods or
drinks will freeze well or not.
Title: The Effect Table Salt Has On The Boiling Point Of Water
Student Researcher: Matthew Newman
School Address: Mandeville Middle School
Mandeville. Louisiana
Grade: 4
Teacher: Mrs. Patterson
I. Statement of Purpose and Hypothesis
The purpose of my experiment is to determine if table salt
raises or lowers the boiling point of water. My hypothesis
states that the more salt I add to the water the lower the
boiling point will be.
II. Methodology
I wrote my statement of purpose. I developed my hypothesis
thinking that people add salt to water to make it boil quicker.
I researched the topic and wrote my review of the literature.
The literature review made me think that my hypothesis might be
wrong.
I set up my experiment to determine if higher amounts of salt in
the water made the boiling point rise. I measured 250
milliliters of water into a flask and measured the boiling point
with a thermometer. I used boiling chips to help me see when
the water began to boil. I did the same experiment with 12.5
grams, 25 grams, and 62.5 grams of salt in 250 milliliters of
water.
I collected the boiling point data and made a data table showing
the boiling point of the water at the different salt additions.
I calculated the average of each boiling point. I had to
convert my temperatures from Fahrenheit to Celsius because we
were using grams as a measurement and we used a thermometer in
Fahrenheit. My dad helped me make a graph that showed the
boiling points at the different salt amounts.
III. Analysis of Data:
The water with no salt began to boil at 100.4 degrees Celsius.
The water with 12.5 grams of salt began to boil at 101.5 degrees
Celsius. The water with 25 grams of salt began to boil at 102.6
degrees Celsius. The water with 62.5 grams of salt began to
boil at 108.6 degrees Celsius.
Amount of Salt in Water
Boiling No Salt 12.5 Grams 25 Grams 62.5 Grams
Point of Salt of Salt of Salt
Trial 1 100.3 C 101.5 C 102.6 C 108.6 C
Trial 2 100.4 C 101.5 C 102.5 C 108.6 C
Trial 3 100.4 C 101.5 C 102.6 C 108.6 C
Average 100.4 C 101.5 C 102.6 C 108.6 C
IV. Summary and Conclusion:
I found that the more salt I added to the water the higher the
boiling point rose. This agreed with the literature review I
did. Therefore, I rejected my hypothesis which stated that the
more salt I added to the water the lower the boiling point would
be.
V. Application:
If you wanted to boil some food at a higher temperature, you
could add salt to the water so the water would boil at a higher
temperature and the food would get hotter and cook faster.
Title: How Does the Color of Light Affect the Growth of Plants?
Student Researcher: Shelley Evans
School Address: Mandeville Middle School
Mandeville, Louisiana
Grade: 4
Teacher: Ms. McCants
I. Statement of Purpose and Hypothesis:
I wanted to find out which color of light makes a plant grow
tallest: regular, red, green, and yellow. Regular light is full
spectrum light composed of all the different wavelengths or
colors of visible light. My hypothesis states that regular
light will make plants grow the tallest.
II. Methodology:
First, I wrote my statement of purpose. Then I reviewed the
literature on plants and developed my hypothesis. Then I
designed my project. I collected my materials: four different
colors of Cellophane cut 40 centimeters long: clear, red, green,
and yellow, a wooden box with four sections open at the top,
twelve plastic cups, twelve beans, soil, a ruler, a record
sheet, and a pencil. I made a wooden box with four sections
opened at the top. At the top of every section, I put a
different color of Cellophane. Next, I filled each cup with
soil. Then I planted one seed in each cup two inches deep in
the soil. I put three cups under each color of Cellophane. I
placed the plants in front of a large window. Each morning, at
7:00 AM, I made sure that they had sunlight by opening the
shades. Then every night, at 6:00 PM, I measured them and
watered them as needed. Then in three weeks I calculated the
average heights.
III.Analysis of Data
Average Height of Plants (cm)
COLOR CUP 1 CUP 2 CUP 3 AVERAGE
Clear 49 41 45 45
Red 36 39 36 37
Green 41 38 36 38
Yellow 37 36 37 36
I found out that the plants growing under the clear Cellophane
grew tallest with an average height of 45 cm.
IV. Summary and Conclusion
I found out that the plants under the clear Cellophane grew
tallest because the clear Cellophane let in the full spectrum of
light which plants need in order to grow best. I therefore
accept my hypothesis, which stated that regular light will make
plants grow the tallest.
V. Application
It is very useful to know which kind of light makes a plant grow
best. People who build or use greenhouses would know what color
of glass (clear) to use to get plants to grow taller.
TITLE: The Effects Of Colors On Heat Absorption
STUDENT RESEARCHER: Timothy Grzych
SCHOOL ADDRESS: Mandeville Middle School
2525 Soult St.
Mandeville, LA 70448
GRADE: 5
TEACHER: Mrs. Santangelo
I. STATEMENT OF PURPOSE AND HYPOTHESIS
The purpose of this research is to determine whether different
colors of a material affect its absorption of heat. My
hypothesis states that when testing different colors of a
material, the darkest colors will absorb the most heat.
II. METHODOLOGY:
To conduct my research I used five pieces of fabric. The fiber
content of the fabric was 65% Polyester and 35% Cotton. Each
piece of fabric was 12" X 12". I used five different colors of
fabric: Black, Green, Blue, Yellow, White. I also used five
thermometers and one watch.
Test the five colors of fabric under the same conditions at the
same time. This will control for the different weather
variables such as wind, temperature, and sun conditions which
may be present during the outdoor testing.
The pieces of fabric need to be the same size and have the same
fiber content and thickness. The five thermometers must have
the same temperature reading when the test begins.
Perform the test by placing the thermometers on a flat outdoor
surface. When all temperatures on the thermometers are the
same, place the pieces of fabric over the them. After fifteen
minutes, remove the fabric from the thermometers and record the
temperatures associated with each color of fabric. Perform four
tests at different times of the day and under different weather
conditions. After the tests, let the thermometers return to the
current temperature and check to make sure they all have the
same temperature. Record all data during each test.
Remember, all five thermometers and fabrics must be kept in the
same conditions during each test.
III. ANALYSIS OF DATA:
I performed the test four times. The results of the first test
were discarded. This was because I could not get the same
temperature readings on the five thermometers prior to starting
the test. When I finally found a testing location that allowed
all thermometers to have the same reading, I began the test.
During the test, the trees put shade on some of the
thermometers. All of the temperatures decreased. The changing
conditions in sunlight and wind resulted in my data being
ruined.
I was able to accomplish the remaining three tests with constant
weather conditions on all five thermometers. The results of
these three tests show that the thermometers covered by the
darker materials had the largest increase in temperature. (See
Data Table)
Data Table
(All temperatures are in degrees Fahrenheit.)
Test 1 - January 16, 1998
Conditions - Clear sunny sky, direct sunlight, medium wind.
Start Time - 3:05pmStop Time - 3:20pm
Black Green Blue Yellow White
Start Temp. 64 64 64 64 64
Stop Temp. 76 70 69 63 61
Test 2 - January 17, 1998
Conditions - Clear sunny sky, direct sunlight, no wind.
Start Time - 12:40PMStop Time - 12:55PM
Black Green Blue Yellow White
Start Temp. 90 90 90 90 90
Stop Temp. 109 100 99 86 82
Test 3 - January 18, 1998
Conditions - Cloudy, no direct sunlight, light wind.
Start Time - 11:52am Stop Time - 12:07pm
Black Green Blue Yellow White
Start Temp. 74 74 74 74 74
Stop Temp. 77 75 75 73 72
IV. SUMMARY AND CONCLUSION:
I found out that temperature is affected by things such as wind,
shade, and color. In order to correctly test the effects of
colors on the absorption of heat, all conditions must be the
same except for the change of colors. I conclude that dark
colors absorb more heat than light colors; therefore, I accept
my hypothesis as stated.
V. APPLICATION:
Knowing that dark colors absorb more heat will help people make
many decisions. They can decide what colors of clothing they
should buy for the different seasons of the year. Darker colors
should be worn when the weather is cold because more heat will
be absorbed through the fabric. Lighter colors should be worn
when the weather is warm because of less heat absorption through
the fabric. People can also buy light colored automobiles if
they want to feel cooler while inside the vehicle.
Title: Which Substance Can Increase The Life Span Of A Soap
Bubble The Longest in Different Atmospheric
Temperatures?
Student Researcher: Troy T. Bennett
School Address: Cary Jr. High School
233 Oriole Tr.
Cary, IL 60013
Grade: 7
Teacher: Mrs. Nancy Schietzelt
I. Statement of Purpose and Hypothesis
My topic is about soap bubbles and the substances that could
increase their life span. I want to find out witch substances
could increase the life span of a soap bubble the longest in
different atmospheric temperatures. My hypothesis states that
aftershave in a warm atmosphere will increase the life span of a
soap bubble the longest.
II. Methodology
The materials I used were 40 milliliters of liquid soap, 20
milliliters of aftershave, 20 milliliters of food coloring, 20
milliliters of witch hazel, 20 milliliters of vanilla extract,
90 milliliters of water, 5 straws, 4 pop cans, and a stopwatch.
I first mixed 15 milliliters of water and 10 milliliters of
liquid soap into a pop can. This was my control. I then blew a
bubble bubbles lasted a straw in room temperature and timed how
long it lasted. I did the same procedure in a cold atmosphere
and a warm atmosphere. I recorded all the times. I then added
20 milliliters of food coloring to my soapy water. I repeated
my process in all atmospheric temperatures. I then disposed of
my mix and mixed the same amount of water and soap into a new
pop can and also added 20 milliliters of vanilla extract. I
then repeated my testing process. Then I repeated the mixing,
blowing and timing process with aftershave and witch hazel.
III. Analysis of Data
At room temperature, aftershave bubbles lasted 36 seconds,
vanilla extract bubbles lasted 19 seconds, food coloring bubbles
lasted 15.7 seconds, witch hazel bubbles lasted 15 seconds, and
my control bubbles lasted 4.6 seconds.
In the cold atmosphere, aftershave bubbles lasted 1 seconds,
food coloring bubbles lasted 28.3 seconds. witch hazel bubbles
lasted 21 seconds, vanilla extract bubbles lasted 13.7 seconds,
and my control bubbles lasted 11 seconds.
In the warm atmosphere, witch hazel bubbles lasted 7 seconds,
aftershave bubbles lasted 6.7 seconds, food coloring bubbles
lasted 2.7 seconds, and my control bubbles lasted 2 seconds.
IV. Summary and Conclusion
I found out that my hypothesis was wrong. The aftershave bubbles
at room temperature lasted the longest because the alcohol.
Therefore, I reject my hypothesis which stated that aftershave
in a warm atmosphere will increase the life span of a soap
bubble the longest.
V. Application
I don't think these findings are useful in the real world
because soap bubbles can't change anything at all. One way a
person could expand on this experiment is by using glycerin.
Title: Why Do Ice Cubes Have a Whiteness In Them And How Do You
Get A Clea One?
Student Researcher: Mike Che
School Address: Cary Jr. High School
233 Oriole Tr.
Cary, IL 60013
Grade: Seventh
Teacher: Mrs. Shietzelt
I. Statement of Purpose and Hypothesis:
My topic is about why some ice cubes have a whiteness in them.
I want to find the reason of the whiteness. I also want to find
out how you get a clear ice cube. My hypothesis states that the
whiteness is a combination of gasses that come from the air. I
also believe that if you boil the water, or heat the water
almost as hot as boiling, you can actually get a clear ice cube.
I think that Hinkley and Schmitt water will provide the clearest
ice cubes since it is purified and clean because it is made for
you to drink.
II. Methodology:
I tested my hypothesis by setting up an experiments involving
the following items: 3-12 cubed ice cube trays, 1 freezer at 0
degrees Celsius or less, 1 liter of Hinkley and Schmitt water, 1
liter of distilled water, 1 liter of tap water, 3 glass cups,
and 1 refrigerator. Since I did a multiple experiment of using
different waters at different temperatures, all the waters and
temperatures were variables. I had no controls, unless you
count the same water at different times. As I started this
experiment, I labeled all three of my ice cube trays with the
kind of water in each: Hinkley and Schmitt bottled water,
distilled water, and tap water. After that, I labeled every
three cubicles warm, cold, room temperature, and hot since there
is 12 cubicles. I first started with the Hinkley and Schmitt
water. I poured 120 milliliters of room temperature water in
the three cubicles labeled "Room Temperature". Then I poured
another 120 milliliters into one of my glass cups and put it
into my refrigerator to be in there for 15. While I was
waiting, I took another one of my glass cups and poured 120
milliliters in it and put it into the microwave for 5 minutes on
high. After the microwave rung, I put on my heat mittens to
make sure I didn't get burnt and took the cup out of the
microwave. I then poured the water into 3 more cubicles labeled
"Warm". So after that, I poured 130 milliliters of water (in
case of boiling) into my third glass cup and put it into the
microwave for 10 minutes also on high. By then, the water in
the refrigerator was about ready to be taken out, so I took it
out and poured the water in three other cubicles labeled "Cold".
After the microwave bell rung for the final time, I put on my
heat mittens again and was extra careful (because the water was
steaming hot) and poured it into the three final cubicles
labeled "Hot". I did the exact same thing using the distilled
and tap water. After that was over, I put the water in the
freezer over night and took data on the ice in the morning.
III. Analysis of Data:
My charts and graphs showed that Hinkley and Schmitt water came
out the clearest overall for all temperatures. I thought that
tap water would come in second. Instead, distilled water came
in second.
IV. Summary and Conclusion:
My hypothesis or educated guess was right on what kind of water
came out the clearest when frozen. The reason why Hinkley and
Schmitt water came out the clearest is because it had less gas
bubbles in it.
The whiteness in ice cubes is caused by gasses in the air like
oxygen, hydrogen, and carbon dioxide becoming trapped in the
ice.
V. Application:
With more tests, I can find out the amount of gas that is in
different kinds of waters. I would like to test salt water,
sugar water, and other brands of drinking water. Some people
may prefer to drink water with less gas in them.
Title: Do Thermostats Accurately Control Room Temperature?
Student Researcher: Kelley Mullaney
School Address: Cary Jr. High School
233 Oriole Tr.
Cary, IL 60013
Grade: Seventh
Teacher: Mrs. Schietzelt
I. Statement of Purpose and Hypothesis:
The purpose of this experiment was to see if thermostats
accurately controlled room temperature. My hypothesis stated
that thermostats did not accurately control room temperature
because I sometime feel hot or cold even if the temperature is
set just right.
II. Methodology:
The materials I used to do this experiment were my house, my
thermostat, and three thermometers. I put one thermometer in my
living room, one thermometer in my kitchen, and one thermometer
in my family room. Then I set my thermostat to a certain
degree, waited until the heat went on, then waited two more
minutes exactly, and took the readings in Celsius degrees from
the three thermometers. I had no control in this experiment.
The only things that varied were the thermometers and the size
of the room. I did five trials with each thermometer, making a
total of fifteen trials.
III. Analysis of Data:
In trial number one, I set the thermostat to 19 degrees Celsius.
The readings I got from the thermometers were 19, 18.5, and 20.5
degrees Celsius. In trial number two, l set the thermostat to
20.5 degrees Celsius. The readings I got from the thermometers
were 20.5, 20.5, and 20.5 degrees Celsius. In trial number
three, I set the thermostat to 22.5 degrees Celsius. The
readings I got from the thermometers were 22.5, 22, and 22.5
degrees Celsius. In trial number four, I set the thermostat to
23 degrees Celsius. The readings I got from the thermometers
were 22.5, 22.5, and 22 degrees Celsius. Finally, in trial
number five, I set the thermostat to 22 degrees Celsius. Before
this trial, I let the house cool down because it was getting
hot. That is why it goes back to 22 degrees Celsius from 23
degrees Celsius. The readings I got from my thermometers were
21.5, 22, and 22.5 degrees Celsius.
IV. Summary and Conclusion:
In conclusion, my hypothesis was wrong. The thermometers were
never off by more than 1.5 degrees Celsius from what I had set
the thermostat. So this means that thermostats do actually
control room temperature very well.
V. Application:
My finding that thermostats work can be important information
for certain laboratories with particular experiments that are
sensitive to temperature. It can also be important for house
and business owners who want to be comfortable at home and work.
Title: Which Fertilizer Will Make a Plant Grow the Most?
Student Researcher: Mark Samelson
School Address: Cary Jr. High School
233 Oriole Tr.
Cary, IL 60013
Grade: 7
Teacher: Mrs. Nancy Schietzelt
I. Statement of Purpose and Hypothesis:
The purpose of this experiment is to find out which fertilizer
makes a plant grow the most. My hypothesis stated that the
plants fertilized with Shultz Fertilizer will grow to be the
tallest. I think this because this fertilizer has the most
minerals inside of the fertilizer.
II. Methodology:
I used the following materials in my research project: three
white flower boxes, Scott's Vegetable Food, Scott's Potting
Soil, Better Homes and Garden General Purpose Potting Soil, a
grow light, Burpee long red Cayenne pepper seeds, and Schultz
Fertilizer.
After purchasing the materials, I planted the seeds in the
starter potting soil. When there were 24 plants poking out of
the soil, I divided them evenly into three groups. I
transplanted these into flower boxes filled with potting soil.
I had a Control box of plants which did not receive any
fertilizer; a Fertilizer 1 box of plants which received Scott's
Fertilizer; and a Fertilizer 2 box of plants which received
Shultz Fertilizer. I watered each flower box evenly every day
with twenty-five milliliters of water, exposing them to equal
amounts of sunlight and growlight. I measured the height of
each plant daily. I recorded my data by box.
III. Analysis of Data:
Schultz fertilized plants grew the tallest. They grew on
average about six and a half centimeters a day. Scott's
fertilized plants were mainly in second place the entire
experiment and grew the second tallest during the entire
experiment. The plants with no fertilizer grew nearly a
centimeter a day.
IV. Summary and Conclusion:
My hypothesis stated that the fertilizer with the most minerals
(Schultz) would grow the tallest plants. This hypothesis turned
out to be true. The Scott's fertilizer came in a close second
because it had less minerals than Shultz.
I would like to test many other fertilizers and see which one
works the best. I would also like to take this project and test
other plants instead of just Cayenne peppers.
V. Application:
I did this experiment because I wanted to see which fertilizer
will make a plant grow the most. I can use that fertilizer on
my plants at home.
Title: What Part Of Cary, Illinois Has The Most Air Pollution?
Student Researcher: Kelley Mullaney
School Address: Cary Jr. High School
233 Oriole Tr.
Cary, IL 60013
Grade: Seventh
Teacher: Mrs. Shietzelt
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
My topic is on air pollution. My hypothesis states that the
middle of town will have the most air pollution because there is
a train station, a stop light, a bank, and shops there that
people drive to.
II. METHODOLOGY:
I tested my hypothesis by putting 3" by 5" index cards out in
five locations around the town. The materials that I used were
2 jars of Vaseline, 1 roll of duct tape, 12 thumb tack, 54 3 by
5 index cards, and 1 jar. I put the Vaseline coated cards all
around town and I put one card in an air tight jar for a
control. First, I measured 1/2 of gram of Vaseline. Then I
drew a perfect circle on 45 of the cards. Then I smeared the
Vaseline evenly on all 45 cards. Then I asked my parents to
drive me to five locations in town. I left each cards outside
for 48 hours and then picked them up and put new cards out. I
put out a total of nine cards in each location. When I got home
I counted the particles of air pollution on each card and
recorded the data. Finally, I put the cards in a safe place
where no one could bother them.
III. ANALYSIS OF DATA:
The total number of air pollution particles for all 9 trails in
the north part of town was 192. The total number of air
pollution particles for all 9 trails in the south part of town
was 147. The total number of air pollution particles for all 9
trails in the east part of town was 196. The total number of
air pollution particles for all 9 trails in the west part of
town was 215. The total number of air pollution particles for
all 9 trails in the central part of town was 1324. The total
number of air pollution particles for the control was 1.
IV. SUMMARY AND CONCLUSION:
I found out that the central part of Cary has the most air
pollution. My data led me to accept my hypothesis because the
total number of air pollution particles there were significantly
higher than anywhere else in town.
Further research could be done where I put the cards out in
different locations around town to see what air pollution is
like there. Also, I would count the air pollution particles
with a microscope instead of a magnifying glass to get a more
accurate indication of the amount of air pollution.
V. APPLICATION:
My findings can help our town solve its air pollution problem
because the town now knows where most of the pollution is
occurring.
© 1998 John I. Swang, Ph.D.