THE NATIONAL STUDENT RESEARCH CENTER
(NOTE: This file contains a detailed description of the
student research and publication process for experimental
research projects. Examples of the process are also included.)
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Experimental Research and Publication Process
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TABLE OF CONTENT
I. Research and Publication Process: Experimental
II. Two Examples
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A detailed stpe-by-step description of the research and
publication process for experimental research projects is
provided. The description assumes completion of the research
and publication process in approximately nine weeks. The
process can be accelerated or protracted depending upon the
learning abilities and styles of the student researchers.
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I. RESEARCH AND PUBLICATION PROCESS: EXPERIMENTAL RESEARCH
1. Complete Scientific Research Learning Contract.
2. Develop Time-Line for research project completion.
3. Write Statement of Purpose or Research Idea (What do I
want to find out?).
4. Review literature.
5. Develop Hypothesis (What do I think will happen?).
6. Teacher/students edit till letter perfect and students
present to class for peer evaluation.
7. Develop Methodology (How can I test what I think will
happen?).
8. List Materials needed to conduct research.
9. Develop Observation and Data Collection Form.
10. Edit/present.
11. Conduct research/record observations/collect data.
12. Edit/present.
13. Analysis of Data (What happened?).
14. Summary and Conclusion (What did I find out? Accept or
reject my Hypothesis?).
15. Edit/present.
16. Application (How will your research findings help people
solve problems or make your world a better place to live?)
17. Edit/present.
18. Prepare Abstract.
19. Edit/present.
20. Videotape presentation for teacher/student evaluation.
21. Abstract is entered into school-based scientific journal.
22. Publish journal - cooperative effort.
23. Distribute to authors and families, classrooms for a Drop
Everything and Read (D.E.A.R.) Program, the community, and
catalogue into the reference section of school library,
etc.
24. Send abstracts to NSRC for publication in nationally
circulated journals.
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II. TWO EXAMPLES OF THE EXPERIMENTAL RESEARCH AND
PUBLICATION PROCESS:
(Example 1)
MINERAL CONTENT OF WATER AND PLANT GROWTH
BY ADRIENNE CARTER
I. STATEMENT OF PURPOSE OR RESEARCH IDEA:
I want to find out how the mineral content of water affects
plant growth. I want to observe the effects of using distilled
water, tap water, and salt water on plant growth.
II. REVIEW OF LITERATURE:
Water contains many minerals which are necessary for good plant
growth. These minerals include iron, calcium, magnesium,
phosphorus, potassium, and nitrogen.
If a plant is lacking or has too much of any of these minerals
the plant may die or not grow into a healthy plant. For
instance, if the water has little or no nitrogen or calcium the
roots will be large, but the leaves will be small. If there is
too much or too little potassium or iron the leaves will be
discolored.
BIBLIOGRAPHY
1. Beller, Joel. 1985. Experimenting With Plants. New York:
Arco Publishing Inc.. PP. 88-89.
2. -------. 1985. "Water." World Book Encyclopedia. Chicago:
Scot Fetzer, Co. Vol. 21. PP. 104-106.
III. HYPOTHESIS:
My hypothesis states that there will be a significant
difference in growth of plants watered with distilled water,
tap water, and salt water.
IV. METHODOLOGY:
To do my project I am going to grow three pots of seeds, one
control and two experimental. There will be six seeds in each
pot. I will give them all the exact same amount of light and
soil. The seeds will be planted in the same kind of pots and
be planted to the same depth. They will be given the same
amount of water. The only difference in treatment will be the
mineral content of the water. My control seeds will be given
tap water. My first experimental seeds will be given distilled
water and the other experimental seeds will be given salt
water. I will record my data for twenty days: when seeds
sprouted, number of seeds sprouted, height of plants, color of
leaves, and number of leaves. I will then analyze my data,
accept or reject my hypothesis, write a summary and conclusion,
and apply my findings.
V. MATERIALS:
3 Flower pots
18 Seeds (6 per pot)
1 Large bag of potting soil
Tap water
Distilled water
Container of salt
Data Collection Form
VI. ANALYSIS OF DATA:
Four seeds in the control group watered with tap water sprouted
on days 6, 7, and 8 of the experiment. The plants grew to an
average height of 15 centimeters and had a total of 16 leaves.
Six seeds in the experimental group watered with distilled
water sprouted on days 7, 10, and 15. The plants grew to an
average height of 22 cm. and had a total of 26 leaves. No
seeds in the experimental group watered with salt water
sprouted.
VII. SUMMARY AND CONCLUSION:
The plants watered with distilled water grew the tallest and
had the most leaves. The plants watered with tap water were
shorter and did not have as many leaves as the plants watered
with distilled water. The seeds watered with salt water never
sprouted.
I accepted my hypothesis because there was an observable
difference in the rate of growth of plants watered with tap
water, distilled water, and salt water. The mineral content of
water does affect the growth of plants.
VIII. APPLICATION:
My findings are very important in regard to the loss of our
Louisiana wetlands and the incursion of salt water farther and
farther inland into the estuaries and swamps. If we do not
stop this terrible loss, all the plants and animals of these
habitats could die. I will send a copy of my research to our
local and state politicians and ask them to help save our
wetlands.
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(RESEARCH PROJECT ABSTRACT)
TITLE: Mineral Content of Water and Plant Growth
STUDENT RESEARCHER: Adrienne Carter
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to determine the effects of using tap water, distilled
water, and salt water on the growth of plants. My hypothesis
stated that there would be a significant difference in the
growth of plants watered with water of varying mineral content.
II. METHODOLOGY:
I took eighteen seeds and planted them in the same amount of
soil. I planted six per three pots. I treated all planted
seeds equally except for the kind of water used. I used tap
water in one pot. I used distilled water in the other pot. I
used salt water in the last pot. I observed for three weeks
and recorded my data: color of leaves, height of plants,
number of leaves, number of seeds sprouted, and when seeds
sprouted.
III. ANALYSIS OF DATA:
Four seeds in the control group watered with tap water sprouted
by day 8 of the experiment. The plants grew to an average
height of 15 cm. and had a total of 16 leaves. Six seeds in
the experimental group watered with distilled water sprouted by
day 5. The plants grew to an average height of 22 cm. and had
a total of 26 leaves. No seeds in the experimental group
watered with salt water sprouted.
IV. SUMMARY AND CONCLUSION:
In conclusion, because of the visible differences in height and
number of leaves, I accepted my hypothesis which stated that
there would be a significant difference in the growth of plants
watered with water of varying mineral content. The mineral
content of water does affect the growth of plants.
V. APPLICATION:
My findings are very important in regard to the loss of our
Louisiana wetlands and the incursion of salt water farther and
farther inland into the estuaries and swamps. If we do not
stop this terrible loss, all the plants and animals of these
habitats could die. I will send a copy of my research to our
local and state politicians and ask them to help save our
wetlands.
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(Example 2)
THE EFFECT OF GRAVITY ON FALLING OBJECTS OF DIFFERENT WEIGHT
BY RICHARD KAUFMANN
I. STATEMENT OF PURPOSE OR RESEARCH IDEA:
I want to know more about gravity's effect on falling objects.
I would like to know if a heavier object falls faster than a
lighter object or would both objects fall at the same speed?
II. REVIEW OF LITERATURE:
Gravity is the force that pulls things toward earth. It is the
force of attraction that acts between all objects because of
their mass.
Scientists say that gravity's pull on a heavier object is
always much stronger than its pull on a lighter object. All
objects fall at the same speed. That is why both a light
object and a heavy object will hit the ground at the same time
when dropped simultaneously from the same height. Dr. Peter
Sherman, a physicist, told me to think of it as pushing my dad
and a small kid up a hill in two wagons. If I wanted my dad to
go as fast as the kid up the hill, I would have to push him
harder.
III. BIBLIOGRAPHY:
___________. (1986). "Gravitation." World Book Encyclopedia.
Vol. 8. Chicago: World Book, Inc., pp. 320-321.
___________. (1977). "Gravity." Macmillan Dictionary for
Children. New York: Macmillan Publishing Co., Inc., p. 282.
Sherman, P. (1992). Taken from an electronic letter sent to
me via the National Student Research Center's Electronic School
District on the American OnLine telecomputing network.
IV. HYPOTHESIS:
My hypothesis states that a heavy object and a light object of
the same size and shape will hit the ground at the same time
when both are dropped from the same height at the same time.
V. METHODOLOGY:
First, I will write my statement of purpose, conduct a review
of the literature, and develop my hypothesis. I will then get
two cans of condensed milk that are the same size, but
different weights. One can will be full and heavy. The other
can will be empty and light. Both cans will be the same size
and shape. Then my dad will get up on a chair and drop both
cans at the same time from the same height. I will watch to
see which can hits the ground first. Then I will record my
observations on my data collection sheet. Next, I will conduct
an analysis of my data. Finally, I will accept or reject my
hypothesis and write my summary and conclusion.
VI. VARIABLES:
The manipulated variable was the weight of each can. The
responding variables were the speed at which each can fell to
the ground and the moment that each can hit the ground. The
variables held constant were the shape of the cans, the size of
the cans, the height from which the cans were dropped, and the
moment the cans were dropped.
VII. LIST OF MATERIALS:
Full can of condensed milk
Empty condensed milk can
Data Collection Sheet
Chair and carpet
VIII. DATA COLLECTION SHEET:
WHICH CAN(S) HIT THE GROUND FIRST?
Trials Both Cans Heavy Can Light Can
1 X
2 X
3 X
4 X
5 X
6 X
IX. ANALYSIS OF DATA:
My dad dropped the heavy and light cans from the same height at
the same time. I observed that both cans hit the ground at the
same time each time my dad dropped them. He dropped them six
times.
X. SUMMARY AND CONCLUSION:
Both cans hit the ground at the same time. Gravity is pulling
harder on the heavy can so that both cans are falling at the
same speed. Therefore, I accept my hypothesis which stated
that both cans will hit the ground at the same time.
XI. APPLICATION:
If I drop a heavy bag of groceries and a light bag of groceries
at the same time while helping my mom unload the car, I will
know to get both of my feet out of the way cause the bags are
going to hit the ground at the same time.
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(RESEARCH PROJECT ABSTRACT)
TITLE: The Effect of Gravity on Falling Objects of Different
Weight
STUDENT RESEARCHER: Richard Kaufmann
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 4
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to know more about gravity's effect on falling objects.
I would like to know if a heavier object falls faster than a
lighter object or would both objects fall at the same speed?
My hypothesis states that a heavy object and a light object of
the same size and shape will hit the ground at the same time
when both are dropped from the same height at the same time.
II. METHODOLOGY:
First, I will write my statement of purpose, conduct a review
of the literature, and develop my hypothesis. I will then get
two cans of condensed milk that are the same size, but
different weights. One can will be full and heavy. The other
can will be empty and light. Both cans will be the same size
and shape. Then my dad will get up on a chair and drop both
cans at the same time from the same height. I will watch to
see which can hits the ground first. Then I will record my
observations on my data collection sheet. Next, I will conduct
an analysis of my data. Finally, I will accept or reject my
hypothesis and write my summary and conclusion.
III. ANALYSIS OF DATA:
My dad dropped the heavy and light cans from the same height at
the same time. I observed that both cans hit the ground at the
same time each time my dad dropped them. He dropped them six
times.
IV. SUMMARY AND CONCLUSION:
Both cans hit the ground at the same time. Gravity is pulling
harder on the heavy can so that both cans are falling at the
same speed. Therefore, I accept my hypothesis which stated that
both cans will hit the ground at the same time.
V. APPLICATION:
If I drop a heavy bag of groceries and a light bag of groceries
at the same time while helping my mom unload the car, I will
know to get both of my feet out of the way cause the bags are
going to hit the ground at the same time.
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John I. Swang, Ph.D.
Teacher/Director
National Student Research Center
Mandeville Middle School
2525 Soult St.
Mandeville, Louisiana 70448
U.S.A.
Tele: 1-504-626-5980
Tele: 1-504-626-8778
FAX: 1-504-626-1640
America OnLine: NSRC MMS
Internet: nsrcmms@aol.com
This e-publication 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.,
Central Louisiana Electric Company, Louisiana State Department
of Education, National Science Foundation, Mandeville Middle
School Parent Teacher Association, Northern Life Insurance
Company, Gustav Ohaus, and Chevron Oil Company. The National
Student Research Center thanks these organizations for their
generous support of education.
© 1998 John I. Swang, Ph.D.