98-1    UP IN SMOKE    (2,8,10,15)
Health official would like to know why students smoke. Design and  conduct a survey to learn the reasons. Compile and interpret the results.
98-2    THE VALUE OF AGE    (1,3,8,9,15)
Many young people and young adults fail to recognize the value of our elderly population. Design a program or marketing/advertising strategy that would involve young people with senior cirizens so that they will come ot better understand and appreciate one another.
98-3    BIRDS OF A FEATHER    (2,14)
Unwanted flocks of birds are a troublesome problem to some businesses. These birds tend to congregate around buildings, creating problems. Devise a method of preventing birds from congregating. The method must be safe and harmless to both the birds and humans.
98-4    SHOW ME    (6,14)
Some scientific concepts are difficult to get across to students in the classroom. The Coriolis Effect is one. Can you think of a way to   effectively explain and demonstrate it in the classroom? If so, write a description of how to construct whatever equipment or models you would need. Please include drawings.
98-5    SWINGS BOTH WAYS    (6,14)
Devise an interesting and understandable way to demonstrate and explain in a classroom the principle of the Foucault Pendulum. This should be a method that can be easily employed by any teacher in any classroom.

98-6     "NOZONE"    (All areas)
The ozone layer at 35,000 feet is good for you. The ozone layer when it's at nose level is not! When inhaled, ozone is produced by photocopiers, electric motors, and the interaction of sunlight on auto exhaust. Develop a way to detect ozone.
98-7    BIKER     (7,9,10,13)
Riding a bike at night can be dangerous! Modify a bike to make it safer (more visible)
to ride at dusk/night.
98-8     CONVECTION PROJECTION    (1,9,13,14)
Create a demonstration designed to utilize an overhead projector that will demonstrate fluid convection currents. A major science supply company is interested in your ideas on this one.
98-9    WINDY     (1,6,9,14)
Why does the wind blow? Pretty simple, don't you think? Now you need to create a demonstration that utilizes an overhead projector to answer what seems like a simple question. A major science supply company is interested in this one too!
98-10     APPARENTLY DOPPLER    (7,13,14)
Ever notice the change in pitch from the noise a car or train makes when it passes you? That's the Doppler effect! Find a way to demonstrate the Doppler effect in the classroom. You must demonstrate that the change in wavelength is apparent ONLY to the observer.

98-11     "G"    (13,14)
Like to ride the "Rotor" at the amusement parks because you love the thrill of the floor dropping out from under you? Gravitational forces are particularly hard to demonstrate in the classroom, but we're sure there are a few Newtons out there who can give us some ideas.
98-12     "I'M FALLLLIINNGGGG!!!"    (13)
The weightlessness of falling objects can be a difficult concept to understand. Design an easy but effective method to demonstrate zero-gravity in the classroom.
98-13    EAST OF THE SUN, WEST OF THE MOON    (6)
If ocean tides are caused by the moon's gravitational pull, then why do high tides always appear on the side of the earth that is OPPOSITE THE MOON? Design a unique and simple way to demonstrate this odd behavior of ocean tides.
98-14     RUNNING ON ENTROPY    (13)
Design an effective and unique method of demonstrating the law of conservation of energy.
98-15     THROWING A CURVE    (6,9,12)
If you ever looked at a topographic map then you have seen contour lines. But what do they mean? Design a method for effectively demonstrating the use of contour lines to a classroom.

98-16        VOLUME/DENSITY DEMONSTRATOR    (14)
A difficult concept for many students to understand is the relationship between volume and density. You know, like when you squeeze a sponge... the volume decreases but the density increases. Right? If you completely understand this concept, then how about helping those who don't. Design an effective device that will demonstrate this phenomenon safely in the classroom.
98-17     WHITHER THE WHETHER?    (6)
Any devices you invent that assist in the forecasting and measurement of weather would be of very great interest to us. (Any ideas you have for improving the weather around here would be appreciated even more!)
98-18    AC OR DC? THAT IS THE QUESTION    (7,13)
A safe and effective way to demonstrate the difference between the behavior of alternating current and direct current would be extremely useful...and marketable! Any ideas?
98-19     CREATE A LOGO    (1,3,4,9)
The Suburban Seamless Gutter company of Hudson, Ohio, needs a logo for their business. See what you can do!
98-20     SLEEPY TIMES IN ANTSVILLE            (2,7,14)
Insects are very temperature sensitive. When it is cold, they become dormant; when it becomes warm, they become active again. We want to find out at what temperature the average ant wakes up and goes to work. This problem is sponsored by Blaze Technical Services, Inc., a manufacturer of thermocouples. These are electronic temperature sensors which come in many sizes and shapes. To be awarded, you must consult their online catalog of thermocouples and propose a method of solving this problem. You do not actually have to take the temperature of sleepy ants!! Using any of the styles thermocouples you see pictured in the web site (plus any other devices) propose a workable method (in writing) by which a researcher could accurately gather this data on ants. Keep it simple and have fun. The best idea(s) will receive a free dual input hand held thermometer and two thermocouples!!