The National Student Research Center
E-Journal of Student Research: Multi-Disciplinary
Volume 4, Number 1, 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
- How Does Water Pollution Get Into
Plants?
- Does A Candle Need Oxygen To Burn?
- Food Colors That Attract Hummingbird
- Will Different Woods Hold Different
Weights?
- Flower Freshness
- The Effects of Technology on Learning
in the Mentally and Physically Disabled
- Student Attitudes Towards Television
Violence
- A Survey Project On What Students
Know And Feel About Terrorism
- The Destruction Of The Rainforests:
A Survey
- The Mini-Pizza Stretch Test
- Cleaning Dirty Socks
SCIENCE SECTION
TITLE: How Does Water Pollution Get Into Plants?
STUDENT RESEARCHER: Sarah Blount
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 5
TEACHER: Ms. Erkel
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to do a scientific project to see how water pollution
gets into plants. My experiment contains two parts: First, I
will show how contaminated soil can pollute the water supply.
In the second part, I will show how the polluted water gets
into the plant. My first hypothesis states that when rain
falls on polluted soil the pollutant will drain down to the
bottom of the soil and could be carried into the water supply.
My second hypothesis states that this polluted water will be
absorbed by the plant growth of the area.
II. METHODOLOGY
First I wrote my statement of purpose and did my review of
literature on water pollution. Then I developed my hypothesis.
Next, I wrote my methodology. Then I collected my materials: 2
aluminum pie pans, 4 cups potting soil, red food coloring, mist
sprayer, water, and 1 small ivy plant.
In the first part of this experiment, I joined the two pie pans
by cutting a slit in the side of each pan. I then folded the
flaps over one another and taped the bottom of the pans. In
pan A, I placed the four cups of potting soil. I used my thumb
to press down a hole in the potting soil. Then I filled the
hole with red food coloring. I filled the mist sprayer with
water, and sprayed a mist of water, so that it was like rain on
the soil. Then I made my observations and recorded my data.
In the second part of this experiment, I placed the container
holding the ivy plant in pan B. I repeated the procedure in
the first part of this experiment for 5 days, allowing the
water run-off to go into pan B. I made my observations and
recorded my data.
III. ANALYSIS OF DATA:
The mist from the sprayer made the red food coloring run
through the potting soil. The water collecting in Pan A was
red. The red water ran into Pan B.
The red water collected in Pan B. The plant in Pan B absorbed
the water and the red food coloring. I observed that the edges
of the leaves on the plant turned brownish red. As the plant
absorbed more red water each day, more red color could be seen
on the stem and leaves. At the end of 5 days, I took the plant
out of its pot and observed that the roots of the plant were
red.
IV. SUMMARY AND CONCLUSION:
The red food coloring represents a pollutant. When the "rain"
falls, the pollutant is spread through the soil and will
collect in underground water supplies. These water supplies
carry the pollutant to other areas. If these areas have plant
growth, the roots will absorb the pollutant and carry it up
through the plant stem and plant leaves. If the pollutant does
not kill the plant, it will be stored in the plant. If small
animals eat these polluted plants, the pollutants will enter
into their bodies and be stored in their bodies. If man eats
these polluted animals, the pollutants will enter into his body
and be stored in his body. If animals or man continually eat
from a polluted food source, dangerous chemicals can cause
things like illness, cancer, or death. All living things must
have water to live, so I think it is very important to not dump
hazardous materials where they can contaminate water supplies.
I accept both of my hypotheses.
V. APPLICATIONS:
I can apply my findings to everyday life by telling chemical
manufacturers that it is very important that they use care in
getting rid of their chemical waste. I can also use my
findings to help educated people about how water pollution is
the first step in pollution of the food chain, so they can
understand that it is important for all people to make sure
that chemical manufacturers act responsibly when they dispose
of chemical waste.
TITLE: Does A Candle Need Oxygen To Burn?
STUDENT RESEARCHER: Carlos Montoya
SCHOOL: Lincoln Elementary School
San Jose, Costa Rica
GRADE: 2
TEACHER: Alexandra Navarro
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to find out if a candle needs oxygen to burn. My
hypothesis states that the candle needs oxygen to burn.
II. METHODOLOGY:
To do my experiment, I used a candle, matches, oxygen, and a
jar. First, I lit the candle. Then I put the candle inside of
an empty glass jar and put the lid on tight. Then I observed
to see if the flame stayed or went out.
III. ANALYSIS OF DATA:
The candle burned for only 12 seconds after it was placed
inside the jar.
IV. SUMMARY AND CONCLUSION:
I found out that the candle needs oxygen to burn. It burned
only while there was some oxygen in the air in the jar. Once
the oxygen in the jar was used up, the flame was extinguished.
Therefore, I accept my hypothesis which stated that the candle
needs oxygen to burn.
V. APPLICATION:
If we want to extinguish a fire, we can do so by eliminating
the oxygen in the air surrounding the fire.
Title: Food Colors That Attract Hummingbirds
Student Researcher: Joshua P. Wood
School Address: Mandeville Middle School
2525 Soult St.
Mandeville, LA 70448
Grade: 5th
Teacher: Mrs. Pam Pearlstein
I. Statement of Purpose and Hypothesis:
I chose to do this project to learn whether hummingbirds are
attracted to color. I have two hypothesis. The first is that
hummingbirds are attracted to color. The second is that they
are attracted to the brighter colors in the order of
brightness: red, blue, yellow and clear.
II. Methodology:
I set up two experiments. In the first test, I set up 3 vials
of red and clear sugar water. In the second test, I set up 1
vial each of red, blue and yellow sugar water in place of 3 red
vials. Then I repeated the first test by placing 3 vials of
clear sugar water. Each test lasted 4 days. The vials
contained the same amount of liquid, three teaspoons each. The
feeders were outside my breakfast table window. I charted my
observations and recorded how much food the hummingbirds eat
after each experiment.
III. Analysis of Data:
In the first test, the amount of food drank by the hummingbirds
was: red food - 7 1/2 teaspoons, clear food - 1 1/2 teaspoons.
The second test results were: red food - 4 teaspoons, yellow
food - 3 1/2 teaspoons, blue food - 2 teaspoons, and clear food
- 1 1/2 teaspoons.
IV. Summary and Conclusion:
In my experiment, red was the color of food that the
hummingbirds ate the most, then yellow, and then blue. Clear
was their least favorite choice compared to any color in both
experiments. Therefore, I accept my first hypothesis which
stated that hummingbirds are attracted to color. I rejected my
second hypothesis because hummingbirds while they did eat more
red colored food, they did not choose the brighter color blue
second most often, but instead chose the color of yellow. The
book I read said that hummingbirds learned to like red because
red flowers meant good food. Maybe there are more yellow
flowers than blue flowers here in Louisiana and they are more
used to finding and eating from yellow flowers. If I were to
do more testing I would experiment by putting feeders nearer to
flowers of different colors found here and I would compare the
food eaten by color and see if the order of food eaten is the
same as the order of flower color.
V. Application:
People who feed hummingbirds would attract more birds if they
used red color more than any other color. The hummingbirds
would have more food to eat if all feeders were red because red
means good food to hummingbirds.
TITLE: Will Different Woods Hold Different Weights?
STUDENT RESEARCHER: Scott Sciacca
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I propose testing various types of wood to determine which type
of wood will hold the most weight. My hypothesis states that,
given equal size wood samples of various types, the heaviest
sample will be the strongest and the lightest will be the
weakest.
II. METHODOLOGY
First, I wrote my statement of purpose. Then I wrote a review
of literature and developed a hypothesis. Next, I listed my
materials needed for the experiment and bought them. After
that I made a data collection form. After that I labeled the
wood. Then I found out how much the wood weighed, Next, I put
the ends of each sample of wood on two dead logs and added
weight until it broke. Then I recorded and analyzed my data
and wrote a summary. Last, I applied my data to everyday life
and wrote an abstract of my research project for publication.
III. ANALYSIS OF DATA
The wood that held the most weight was oak. Test one held 315
pounds and test two held 318 pounds. Then came fir. Test one
held 135 pounds and test two held 130 pounds. After that was
poplar. Test one held 130 pounds and test two held 129 pounds.
Next was pine. Test one held 127 pounds and test two held 128
pounds. Last was cedar. Test one held 115 pounds and test two
held 116 pounds.
IV. SUMMARY AND CONCLUSION
The most dense wood was oak. The least dense wood was cedar.
Oak held the most weight and cedar held the least. Therefore,
I accept my hypothesis which stated that, given equal size wood
samples of various types, the heaviest sample will be the
strongest and the lightest sample will be the weakest.
V. APPLICATION
I can apply my data to the real world by sending letters out to
my family, friends, and neighbors telling them that oak would
be the best wood to build with because of its strength and
beauty.
TITLE: Flower Freshness
STUDENT RESEARCHER: Evan Hopkins
SCHOOL: Mandeville Middle School
Mandeville, LA 70448
GRADE: 5
TEACHER: Pam Pearlstein
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to find out how to keep cut flowers fresh. My first
hypothesis states that a flower will stay fresh longer when it
is in regular water rather than in water containing additives.
I also think the way the stem is cut will affect the outcome as
well. My second hypothesis states that if the stem is cut on
an angle, it will also help the flower stay fresh longer.
II. METHODOLOGY:
Since this experiment has two sets of manipulated variables, I
decided to use two groups of nine flowers each. For this, I
purchased eighteen flowers and eighteen cups. The rest of the
materials were available at home.
The two manipulated variables are (a) the additives placed in
the water and (b) the type of cut used at the bottom of the
stem. One half of the ex-periment involved three flowers in
plain water (these are the control flowers for this portion of
the experiment), three flowers in water with one 5-grain
aspirin, and three flowers in water containing 1/2 teaspoon of
granulated sugar. For the other part of the experiment, the
stems of all the flowers are cut six inches from the bloom.
Three flowers are cut square at the bottom (these are the
control flowers for this portion of the experiment), three
flowers are cut at an angle from the bottom to one inch up the
stem. On the last three flowers, the bottom inch of the stems
are smashed.
Photographs are to be taken daily of the flowers to observe
which ones appear to remain fresher (this is the responding
variable). The variable held constant are the amount of water
given to each flower, the room temperature and light exposure,
and the stem length.
III. ANALYSIS OF DATA:
The flowers that were in the water with aspirin added stayed
fresh for three days. The flowers that were in plain water
stayed fresh for an average of six days. The flowers in the
sugar water stayed fresh for an average of eight days. The
type of cut on the stem seemed to help the length of freshness
as well. The angle cut lasted seven days. The straight cut
lasted eight days. The smashed cut stem was still fresh at ten
days.
IV. SUMMARY AND CONCLUSION:
In my experiment, I found that adding a small amount of sugar
to the water container prolonged the freshness of the cut
flower. I also found that smashing the end of the stem helped
cut flowers last longer.
V. APPLICATION:
Whenever I get fresh-cut flowers for my Mom, I will smash the
end of the stem and add a small amount of sugar to the water.
That way, she will be able to enjoy her fresh cut flowers
longer.
SOCIAL STUDIES SECTION
TITLE: The Effects of Technology on Learning in the Mentally
and Physically Disabled
STUDENT RESEARCHER: Barry Cecil Karrh
SCHOOL: The Mississippi School for Math & Science
P O Box W-1627
Columbus, MS 39701
GRADE: 12th
TEACHER: Dr. Lilly Carson-Doty
I. STATEMENT OF PURPOSE AND INTRODUCTION:
This project is related to educating the mentally and
physically disabled. The purpose of the project is to find a
better way to teach and interact with these students.
For six years, the problem of dwindling "good" education for
the mentally and physically disabled has inspired me to help
find new teaching tools that would be available to these
students at little or no cost. The main reason I am doing this
is that the state does not have enough money to purchase the
computer software needed for their education. The computer
programs which I developed are free to the school systems. I
want to demonstrate that the software is helpful and usable in
the classroom.
II. METHODOLOGY:
In a personal need to help one of my dear friends with Down's,
I started to develop interactive software based on the Dolch
Vocabulary and Core Curriculums used in his classes. In its
initial development, the programming was designed as a
communication device, but it purpose grew into a specialized
programs which would tutor students on anything from English to
math. My friend's enthusiasm for the software sparked mine and
more and more capabilities have been added since its inception.
Complying to suggestions given to me by teachers and
professionals in the field of mentally and physically disabled
education, each computer program had to fit the following
requirements of learning: 1) present a stimulus, 2) allow for a
trial response, 3) offer encouragement to try again if the
trial is wrong, and 4) reward for correct responses.
After developing the computer programs, I went to the classroom
and conducted research to demonstrate their proficiency by
actual by letting mentally and physically disabled students use
them. I recorded my observations and analyzed my data.
III. ANALYSIS OF DATA:
In the first year of this study where students used the
computer programs, average test scores of fifty-seven percent
at the beginning of the school year increased to sixty percent
at the end of the year. In the second year, average test
scores of seventy nine percent at the beginning of the year
increased to ninety percent. In the third year of the study,
average test scores remained at ninety-seven percent.
Classroom test scores continued to increase over the entire
course of the research project, as well as conventional social
skills developed from the students having to share the
computers.
IV. SUMMARY AND CONCLUSION:
The students greatly enjoyed using the computer programs and
continued to use them even after my testing finished for the
year. Many of students even asked to have computer programs
for use in their homes. Their principals of their schools
asked for these programs to be left in the classrooms and
welcomed further testing.
One can not just say that something works well. It must be
tested and studied for proficiency and dependability. Because
this project has spanned six years, there has been continual
testing and monitoring of the computer programs. Statistical
tests have demonstrated that average test scores of students
have increased from their original below average passage rate
to significantly higher passing scores. The long and tedious
tests along with the continued supervision of teachers and
over-seers have not just stated, but emphatically "shouted,"
the praises of these programs to the school board and other
teachers, proving the benefits of this new way of teaching
mentally disabled students.
V. APPLICATION:
The applications for these computer programs could go beyond
the classroom to situations of rehabilitation for the mentally
and physically disabled. They could also be use for
communication with the deaf or mute. They could be used in
nursing homes or private residence as well. Research and
development projects of this nature rarely give rewards of high
status or prestige, but seeing the students learn and interact
with their new tutor, my computer program, is reward in full.
TITLE: Student Attitudes Towards Television Violence
STUDENT RESEARCHERS: Michael Placito, Meredith Reiley, Mike
Panteleo
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to do a survey research project on how students feel
about television violence. Our hypothesis states that the
majority of the students who respond to our questionnaire will
not know that children's programming has twenty-eight more
violent acts per hour than prime time.
II. METHODOLOGY:
First, we wrote our statement of purpose and reviewed our
literature on television violence. Second, we developed a
questionnaire. We then drew random samples of the 6th grade
students and administered our questionnaire to them. We also
sent the questionnaire out onto the National Student Research
Center's electronic school district. Once we received the
answered questionnaires, we scored them. Then we analyzed our
data, wrote our summary and conclusions where we accepted or
rejected our hypothesis, then we applied our findings to
everyday life.
III. ANALYSIS OF DATA:
In total, we received 141 responses to our questionnaire. We
received 39 responses from Mandeville Middle School in
Mandeville, Louisiana, one from Hawaii, one from Ontario,
Canada, two from Utah, 19 from Michigan, 22 from British
Columbia, Canada, 25 from Missouri, and 32 from California.
According to our data, a majority of 60% of the students
surveyed did not think that there is too much violence on
television, yet a majority of 53% of the students thought that
television creates a violent image of the world.
A majority of sixty-eight percent of the students surveyed say
that television does not have a bad influence on them and other
students in their schools. Although a majority 63% of the
students felt that violent television make other people more
aggressive.
A majority of sixty-one percent of the students surveyed
incorrectly said that Saturday morning cartoons for children
are not violent. A majority of seventy-eight percent
incorrectly thought that children's TV programming is not as
violent as prime time. A majority of fifty-five percent did
not know that there are about 28 more violent acts per hour in
children's programming than in prime time TV. A majority of
78% of the students incorrectly thought that children's TV
programming is not as violent as prime time TV. A majority of
seventy percent of the students did not know that children's TV
programming is the most violent broadcasts on television.
A majority of 69% agree that TV violence influences how young
children behave. A majority of eighty-three percent think that
small children cannot tell the difference between TV fantasy
and reality.
A majority of eighty-four percent of the students surveyed knew
that the V-chip is an electrical component that allows parents
to block-out violent television shows. A large majority of 85%
of the students had noticed parental advisories before
excessively violent television shows. A majority of eighty
percent of the students think that the parental advisories are
good ideas.
IV. SUMMARY AND CONCLUSION:
Students think that there isn't too much violence on
television. They think that violent television makes people
more aggressive. They incorrectly believe that children's TV
programming is not as violent as prime time TV. The students
think that small children can not tell the difference between
TV fantasy and reality, therefore they are negatively
influenced by violent television. They believe that warning
labels are good ideas. Since 55% of the students did not know
that there are about 28 more violent acts per hour in
children's TV programming than in prime time TV, we accept our
hypothesis.
V. APPLICATION:
We have learned that students deny that there is a significant
amount of violence on television. Teachers need to make their
students more aware of the violence on television and its
effect upon them. From what we've learned, students approve of
parental advisories, but are ignorant of the fact that there is
a large amount violence on children's television programming.
Perhaps students would approve of parental advisories before
children's cartoons and TV shows.
TITLE: A Survey Project On What Students Know And Feel About
Terrorism
STUDENT RESEARCHERS: Graham Rees, Krysta Ferguson, Kyle
Driscoll, and Paul Dearing
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 survey research project on what students
think and know about terrorism. We want to know how safe they
feel in their home towns. Our hypothesis states that the
majority of students surveyed will feel safe from an act of
terrorism.
II. METHODOLOGY:
First, we wrote our statement of purpose. Second, we reviewed
the literature on terrorism, developed our hypothesis, and
wrote our methodology. Third, we developed a questionnaire,
drew a random sample of sixth grade students at Mandeville
Middle School, and administered the questionnaires to them.
Also, we sent the questionnaire out on the NSRC's Electronic
School District on the Internet to students around the world.
Fourth, we scored the questionnaires when they were returned,
analyzed the data, and wrote our summary and conclusion where
we rejected or accepted our hypothesis. Then we applied our
findings to the world outside the classroom.
III. ANALYSIS OF DATA:
We received a total of 44 e-mail responses to our
questionnaire. We received 15 responses from Canada, 1
response from Iowa, 26 responses from California, and 2
responses from Utah. We received a total of 50 responses from
6th grade students at Mandeville Middle School in Mandeville,
Louisiana. We received a total of 94 responses to our
questionnaire.
A majority of 79% of the students who responded to our
questionnaire said that they were knowledgeable about
terrorism. Seventy-three percent said that they knew how to
protect themselves from terrorist acts. Seventy-nine percent
never witnessed a terrorist act in the area they live in.
Fifty-nine percent felt safe from terrorist acts. A majority
of the students knew that hijacking, political assassinations,
the taking of hostages, bombings, kidnapping, and setting fires
are examples of terrorism. Eighty-two percent did not know
that the first known terrorist acts occurred in Spain and
Italy. Fifty-nine percent did not know that Encarta '95
reported that between one thousand and one million people have
died from terrorist acts in the last three hundred years.
Seventy-nine percent agreed that terrorism is a major problem
in America. A small majority of 51% agreed that terrorism is a
solvable problem. Fifty-five percent did not know that it is
estimated that there are approximately 550 terrorist groups
around the world. A majority of 92% knew that the Oklahoma
City bombing in the USA was an act of terrorism. A small
majority of 53% did not think that world governments are doing
a good job of stopping terrorism.
IV. SUMMARY AND CONCLUSION:
We found out that a majority of the students were somewhat
knowledgeable about terrorism and said they knew how to protect
themselves from terrorist attacks. They never witnessed a
terrorist act in the area they live in, but thought terrorism
was a major problem. They thought that terrorism is a solvable
problem which world governments are not adequately addressing.
They also felt safe from terrorist acts. Therefore, we accept
our hypothesis which stated that the majority of students will
feel safe from an act of terrorism.
V. APPLICATION:
Most students felt safe from terrorist acts, said they knew how
to protect themselves from terrorist acts, and said they were
knowledgeable about terrorism. However, 50% of the responses
to our factual questions on our questionnaire were incorrect.
Therefore we can apply our findings by telling teachers to
educate their students more about terrorism. They do not know
as much about terrorism as they think they do. We can also
send letters to world governments and tell them to put more
time, money, effort, and thought into stopping terrorism.
TITLE: The Destruction Of The Rainforests
STUDENT RESEARCHERS: Keri Beth Schroeder, Colby Omner, Curtis
Akey, and Jeff Arabie
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 survey research project on what students
know, what they feel, and what they want to do about the
destruction of the rainforests. Our first hypothesis states
that the majority of the students that are surveyed will not
know that we are losing the rainforests at a rate of 75 acres a
minute. Our second hypothesis states that a majority of
students that we survey will not know that over 39 million
acres of rainforests are cut down each year.
II. METHODOLOGY:
First, we chose our subject to research and composed our
statement of purpose. Second, we wrote our review of the
literature. After that we developed our hypothesis and a
methodology to test our hypothesis. Then we constructed our
rainforest questionnaire and distributed it to a random
selection of 6th grade students at Mandeville Middle School.
We also sent it out on the NSRC's Electronic School District on
the Internet to students around the world. Fifth, we scored
our questionnaires when they were returned and analyzed the
data that we had collected. Next, we wrote a summary and
conclusion where we accepted or rejected our hypothesis. Then
we applied our finding to the world outside of the classroom.
Finally, we submitted an abstract of our research project for
publication in the journal of student research.
III. ANALYSIS OF DATA:
We received 148 questionnaires back including 96 e-mail
responses and 52 responses from students at Mandeville Middle
School in Mandeville, Louisiana. The e-mail responses came
from Canada, California, Utah, Michigan, and North Carolina.
A majority of 58% that were surveyed knew that 39 million acres
of rainforests are destroyed each year. A small majority of
65% knew that most rainforests are located in South America,
Africa, and Australia. A majority of 84% did not know that the
rainforests supplied fifty percent of the world's oxygen. A
majority of 75% didn't know that fifty percent of
pharmaceutical drugs originate from plants growing in the
rainforests. A large majority of 85% did not know that eighty
percent of the world's vegetation is growing in the
rainforests. A large majority of 94% agreed that the
destruction of the rainforests and the animals in it is a major
global issue. A large majority of 96% agreed that we should
immediately save the rainforests from being destroyed. A
majority of 78% agreed that we should boycott all products that
are made from trees cut down in the rainforests. A large of
96% agreed that we should put more time, money and effort into
saving the rainforests. A small majority of 59% said that
there were no forests being cut down in their area. A majority
of 54% did not know that the rainforests were being destroyed
at a rate of 75 acres a minute. A majority of 92% agreed that
the destruction of the rainforests is eliminating the discovery
of future medicines. A small majority of 57% knew a fair
amount or a little about the destruction of the rainforests. A
majority of 68% knew that deforestation is the act of cutting
down trees. A majority of 93% did not think that the
rainforests should be cut down to supply the world with wood.
IV. SUMMARY AND CONCLUSION:
A majority of 59% of the responses to the factual questions on
our survey were incorrect. The students surveyed were not as
knowledgeable about the destruction of the rainforest as we
hoped. They thought that we should put more time, money, and
effort into immediately saving the rainforests.
From our data we found out that a small majority of 53% of the
students did not know that we are losing the rainforests at a
rate of 75 acres per minute. Therefore, we accept our first
hypothesis which stated that the majority of the students would
not know that we are losing the rainforests at a rate of 75
acres per minute. A small majority of 56% knew that we are
losing 39 million acres of rainforests each year. Therefore,
we reject our second hypothesis which stated that the majority
of the students we survey will not know that over 39 million
acres of rainforests are being destroyed each year.
V. APPLICATION:
We could apply this information to the world outside the
classroom by helping teachers and student to become more
knowledgeable about the destruction of the rainforests. We can
also help by writing letters to world leaders to tell them that
students want an immediate stop to the destruction of the
rainforests. We can start a national protest group. We can
talk to the timer industry and ask them to stop cutting down
trees in the rainforests. We can buy acres of rainforests and
set them aside as a preserve.
CONSUMERISM SECTION
TITLE: Dirty Socks
STUDENT RESEARCHER: Monica Berrocal Kriebel
SCHOOL: Lincoln Elementary School
San Jose, Costa Rica
GRADE: 4
TEACHER: Miss Lise Diane Handlos
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to know which detergent, out of Ultra Era, Rinso, and
Irex, is better. My hypothesis states that Ultra Era detergent
is better.
II. METHODOLOGY:
To test my hypothesis, I need a washing machine, four white
socks, half cup of Ultra Era detergent, half cup Rinso
detergent, and half cup of Irex detergent. I also need grass,
muddy water, water, containers, car oil, and electricity.
First, I took the car oil, grass, and muddy water, and placed
them in a container. I placed each sock in the container and
shook it for one minute each in order to stain the socks. Then
I got the dirty sock out of the container and washed each sock
by itself with the 3 different detergents, Ultra Era, Rinso and
Irex. I washed them in a washing machine using the same
washing cycle each time. I used cold water only. Then I let
the three socks dry hanging on the same wire with the same
amount of air and light. Then I observed them closely and
recorded my observations.
III. ANALYSIS OF DATA:
The sock washed with Ultra Era had a little bit of car oil
only. The sock washed with Rinso had a little bit of car oil
and dirt. The sock washed with Irex had a lot of car oil and
dirt.
IV. SUMMARY AND CONCLUSION:
The sock washed in Ultra Era was the cleanest. Rinso cleaned
the sock the second best. Irex did not clean the sock as well
as Ultra Era and Rinso. Therefore, I accepted my hypothesis
which stated that Ultra Era detergent is better.
V. APPLICATION:
This experiment is helpful to the lives of human beings because
people can keep clothes cleaner, especially the ones used by
doctors and nurses to avoid health problems because of
bacteria. You will enjoy your night sleeping with soft, clean,
and fresh blankets and sheets. Your clothes will be nicer and
cleaner with Ultra Era detergent and that way you will enjoy
your life being much more comfortable.
Title: The Mini-Pizza Stretch Test
Student Researches: Jenna Kusma, Brandi Lemon, Samantha
Nicholson, and Christie Romano
School Address: Perkiomen Valley Middle School
Collegeville Pa. 19426
Grade: 6
Teacher: Mr. Albert
I. Statement of Purpose and Hypothesis:
We wanted to test different brands of cheese to see how far
they stretched. We used Sharp Cheddar, Munster, and
Mozzarella. Our hypothesis stated that the Mozzarella would
stretch the farthest.
II. Methodology:
In order to make our pizza's, we took 12 English Muffins and
laid them on a pan. Then we spread Ragu Pizza Sauce on all of
the muffins. After that we put Munster on 3 pizza's,
Mozzarella on 4 pizza's, Sharp Cheddar on 4 pizza's, and half
Mozzarella half Sharp Cheddar on the last pizza. Then we put
them in the oven at 300 degrees for about 5 minutes. In order
to test our hypothesis, Mr. Albert took a fork and stuck it
into each type of pizza, only lifting a portion of the cheese.
He lifted the fork up until the cheese broke. Then we recorded
our data on a piece of paper.
III. Analysis of Data:
Mr. Albert kept trying until he was able to lift the cheese a
good amount of height. We didn't record the data until he got
it to a good height. When we did record data this is what we
got: Mozzarella - 1 foot, Sharp Cheddar - 1/2 foot, and
Munster - 2 1/2 feet.
IV. Summary and Conclusion:
We all thought this project was a neat way to see which cheese
you would most likely use when you were making a pizza. If you
wanted a cheese pizza that stretched when you bit into it, you
would want to use Munster. If you wanted a pizza that would
not stretch very much at all, you would want to use Sharp
Cheddar. And if you wanted a cheese pizza that had a little
bit of a stretch you would probably use Mozzarella.
V. Application:
We also thought that this would be a great project to make
money because you could sell the stretch idea to Little
Ceaser's. We also thought it would make a lot of money because
(as it says above) soon they'll have pizza parlors where you
can say, "I'll take the Mozzarella Cheese Pizza please with no
stretch." Or, "I'll take the Sharp Cheddar with medium stretch
please." Or, "I'll take the Munster Cheese Pizza with lots of
stretch please." That's why we think it would make a lot of
money. And the Munster Cheese Pizza would be a really good
idea for the Little Caesar's Pizza commercial. And we bet you
that in the future someone will win the record for the longest
stretch of pizza cheese. Hey, it could be you!
© 1995 John I. Swang, Ph.D.