The National Student Research Center
E-Journal of Student Research: Multi-Disciplinary
Volume 4, Number 2, March, 1996
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
- The Effect Of Carbon Dioxide On
Air Temperature
- The Effects of Water Temperature
on Plant Growth
- The Effect Of Different Soils On
Plant Growth
- How Does Temperature Affect The
Speed Of A Chemical Reaction?
- What Do Students Know And Feel About
Racism?
- What Students Know And Feel About
Poverty
- Cheapest Gas in the United States
- Which Battery Utilizes Its Energy
More Efficiently?
SCIENCE SECTION
TITLE: The Effect Of Carbon Dioxide On Air Temperature
STUDENT RESEARCHER: Meredith Railey, Graham Rees, and Kyle
Driscoll
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 concerning
the effect of carbon dioxide on air temperature. Our
hypothesis states that an increase in the amount of carbon
dioxide in the air will increase the air's temperature.
II. METHODOLOGY:
First, we wrote our statement of purpose and reviewed the
literature on carbon dioxide, the greenhouse effect, and
temperature. Second, we developed our hypothesis and a
methodology to test our hypothesis. Next, we listed our
materials and made our observation and data collection form.
Then we began our experiment by putting a thermometer on the
inside of a quart size mason jar with a curved piece of white
construction paper surrounding it. The paper did not touch the
thermometer. We did this to shield the thermometer from the
light source. Then we put a 100 watt light bulb on the side of
the mason jar facing the shielded thermometer. The light bulb
was a source of light and heat. Then we filled the jar three
centimeters high with pebbles. Next, we placed a dixie cup in
the jar, with an Alka-Seltzer in it. Next, we poured water
into the cup in order to dissolve the Alka-Seltzer tablet. The
chemical reaction of the dissolving tablet released carbon
dioxide into the jar. Then we quickly shut the top trapping
the gas inside. Then we checked the temperature of the jars
and then turned the lights on. Then we let the jars sit in the
light for three hours, checking the temperature of the jars
every 15 minutes. We repeated this process three times.
Our manipulated variable was carbon dioxide present in one jar
and not in the other on each trial. Our responding variable
was the temperature of the air in the jar as indicated on the
thermometer. Our controlled variables were our light source
and intensity, amount of pebbles, size jar, the shielding of
the thermometer, size of dixie cup, the number of Alka-Seltzers
used, and the kind of thermometer.
There were three sets of data, one from each student
researcher. After we combined the data, we analyzed it. Then
we wrote our summary and conclusion where we accepted or
rejected our hypothesis. Finally, we applied our findings to
the world outside of the classroom.
III. ANALYSIS OF DATA:
In the first trial, when we put carbon dioxide in the jar, the
temperature increased an average of five degrees Celsius from
23O to 27O . When no carbon dioxide was put in the jar, the
temperature increased an average of three degrees Celsius from
23O to 26O. In the second trial, when we put carbon dioxide in
the jar, the temperature increased an average of three degrees
Celsius from 24O to 27O. When no carbon dioxide was put into
the jar, the temperature only increased an average of two
degrees Celsius from 24O to 26O. In the third trial, when we
put carbon dioxide in the jar, the temperature increased an
average of four degrees Celsius from 23O to 27O. When no
carbon dioxide was put in the jar, the temperature increased an
average of three degrees Celsius from 23O to 26O.
IV. SUMMARY AND CONCLUSION:
In summary, the air in the jars with carbon dioxide in them
increased an average of 3.66O degrees Celsius. The air in the
jars without carbon dioxide in them increased an average of
2.66O degrees Celsius. Therefore, we accept our hypothesis
which states that an increase in carbon dioxide in the air will
increase the air's temperature.
V. APPLICATION:
We can apply our findings to the world outside of the classroom
by sending our findings to the leaders of the logging industry
because cutting down trees leads to more carbon dioxide in the
atmosphere. We can also tell people that mass transit or
walking will decrease the amount of carbon dioxide in the air.
Less use of cars on the road would cause less gasoline to be
burned. Gasoline is a fossil fuel which releases carbon
dioxide into the atmosphere. Also, we can tell people to
conserve the electrical energy that they use made from coal
fired plants because the burning of coal releases carbon
dioxide into the air. We can use other sources of energy like
solar, wind, and water, ect. All of this will help prevent
carbon dioxide build-up in the air which will help stop global
warming.
TITLE: The Effects of Water Temperature on Plant Growth
STUDENT RESEARCHERS: Paul Dearing and Sarah Szpak
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 the
effects of different water temperatures on plant growth.
Our hypothesis states that the plants watered with room
temperature water will grow the tallest.
II. METHODOLOGY:
First, we wrote our statement of purpose and our review of
literature on thermal pollution, plant growth, water types, and
aquatic animals. Next, we wrote our hypothesis and a
methodology to test it. We made a list of materials which are
rye grass seeds, three small planting pots, water, and a ruler.
Our controlled variables are the amount of water, type of soil,
size of pot, type of seeds, and amount of sunlight which our
plants received. Our manipulated variable is the temperature
of the water. The responding variable is how tall the plants
grow, the number of leaves, the color, and the general health
of the plants.
We bought rye grass seeds and planted fifteen in each of three
flower pots. We put them in a sunny place and water them with a
spray bottle by squirting a spray of water fifty times every
day. At 4:00 PM each day, we watered the seeds in one pot with
36 degrees Celsius water, one with 43 degrees Celsius water,
and another pot with 55 degrees Celsius water. We measured the
plants' height each day in centimeters at the center, to the
left, and to the right of each pot. We averaged these
measurements and wrote them down on our data collection form.
There were two sets of data. When the experiment was completed
we combined both sets of data. Then we conducted our analysis
of data and wrote our summary and conclusions. We then applied
our findings to daily life.
III. ANALYSIS OF DATA:
All plants in the second set of data started growing by the
fifth day. The plants watered with hot water grew the tallest
to an average height of 10.6 centimeters. The second tallest
were the plants watered with room temperature water at an
average height of 10.3 centimeters. The plants that grew the
least were watered with cold water at an average height of 8.5
centimeters.
The plants in the first set of data started growing by the
fourth day. The plants watered with hot and room temperature
water both grew the tallest at a height of 11 centimeters. The
plants watered with cold water grew the second tallest at an
average height of 10 centimeters.
In all, the plants watered with hot water grew an average
height of 10.8 centimeters. The plants watered with room
temperature water grew an average of 10.7 centimeters. The
plants watered with cold water grew an average of 9.3
centimeters. The plants watered with hot water had an average
of 10 leaves. The plants watered with room temperature water
had an average of 10.5 leaves. The plants watered with cold
water had an average of 11 leaves. All the plants were
healthy.
IV. SUMMARY AND CONCLUSION:
The plants watered with hot 55 degree Celsius water grew the
tallest. Therefore we reject our hypothesis which stated that
plants watered with room temperature water would grow the
tallest. But there was only one millimeter difference between
the plants watered with hot water and the plants watered with
room temperature water. We conclude that if you water a plant
with warm or hot water it will speed up the plants' growing
process as long as the temperature does not get too hot and
damage the plants' root system.
V. APPLICATION:
We can apply our data to life outside the classroom by watering
certain plants with warmer water so they can grow faster and
better.
TITLE: The Effect Of Different Soils On Plant Growth
STUDENT RESEARCHERS: Keri Beth Schroeder and Michael Placito
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
different types of soil affect plant growth. Our hypothesis
states that both plants which are planted in potting soil will
grow the tallest.
II. METHODOLOGY:
First, we chose our research topic. Then we wrote our
statement of purpose. Next, we reviewed literature about soil,
erosion, plants, and root systems. Following this, we
developed our hypothesis, a list of materials, and a
methodology needed to test our hypothesis. Then we developed
an observation and data collection form on which we could
record our observations. Then we began our experiment.
Our controlled variables were the temperature the plants grew
in, the amount of sunlight the pots received, and the amount of
water that both plants received. Our manipulated variable was
the three different kinds of soil. Our responding variables
were the height of the plants, the color of the plants, the
number of leaves (on the lettuce plants), number of blades of
grass (for the grass), germination date, and the general health
of the plants.
We required three pots each. The pots we selected were the
same kind, size, and shape. In the first set of data, we
placed sand in the first pot, clay in the second pot, and
potting soil in the last pot. We planted ten rye grass seeds
in those pots.
For the next set of data, we placed sand in the first pot, clay
in the second pot, and potting soil in the last pot, as we did
with our first set of data. Instead of using rye grass seeds,
we planted fifteen lettuce seeds in each of these pots.
To water all six plants, we sprayed the seeds or plants with a
household spray bottle. We used three sprays a day for the rye
grass seeds and thirty times a day for the lettuce seeds.
After the experiment was completed, we analyzed our data. Then
we wrote our summary and conclusion where we accepted or
rejected our hypothesis. Then we applied our findings to the
world outside the classroom. Finally, we submitted an abstract
of the project to a national journal to be published.
III. ANALYSIS OF DATA:
After six days, a single blade of grass 3 CM tall sprouted from
the potting soil. For three days, this was the only blade of
grass. A blade of grass sprouted from the clay and grew to 4.5
CM high. In the potting soil, another seed sprouted on the
eleventh day, two more on the twelfth day, another two the next
day, and a one more on the last day of the experiment. The
sand, however, made no progress throughout the experiment. The
final result was seven blades of grass in the potting soil, a
single blade of grass in the clay, and no grass in the sand.
The lettuce seeds in all three soils sprouted on the first day.
The color of the plants planted in clay turned from white to
pale green to green. The plants in the clay ended up with two
leaves per stem. The average height of the plants growing in
clay after ten days was four centimeters. The color of the
plants planted in the sand quickly went from white to light
green to green. The plants in the sand had two leaves on each
stem at the end of the experiment. The seeds in the sand grew
to an average height of four centimeters in ten days. The
plants in the potting soil turned in color from white to light
green to green in three days. They stayed green throughout the
experiment. The plants in the potting soil also had two leaves
per stem. After ten days, the plants in the potting soil grew
to an average height of five centimeters.
IV. SUMMARY AND CONCLUSION:
According to our data, rye grass and lettuce seeds grow the
best in potting soil. Both kinds of seeds grew the tallest in
potting soil and turned dark shades of green faster. Both
kinds of seeds in the clay grew well, but not as well as in
potting soil. Lettuce seeds can grow moderately well in sand,
but rye grass does not grow at all. Since the rye grass and
the lettuce seeds grew the tallest at the end of our experiment
in potting soil, we accept our hypothesis which stated that the
plants that were planted in potting soil would grow the
tallest.
V. APPLICATION:
We can apply our findings to the world outside the classroom by
planting indoor plants in potting soil so that they will grow
better.
TITLE: How Does Temperature Affect The Speed Of A Chemical
Reaction?
STUDENT RESEARCHERS: Michael Pantaleo and Krysta Ferguson
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
temperature affects the speed of a chemical reaction. Our
hypothesis states that heat will increase the speed of a
chemical reaction.
II. METHODOLOGY:
First, we stated our purpose, reviewed the literature on
chemical reactions, catalyst, temperature, and the transfer of
heat. Then we wrote our hypothesis, methodology, and list of
materials.
Our controlled variables were the amount of water, the size of
the cups, the amount of the sodium bicarbonate, and the kinds
of thermometer used in creating the chemical reaction. The
manipulated variable is the temperature of the water and the
responding variable is the speed of the chemical reaction.
Then we developed our data collection form. We then did our
experiment. To do that, we got 264 mL of hot water and put it
in a cup. Then we measured the temperature. Next, we dropped
a seltzer tablet in the water because that will cause a
chemical reaction. Then we used a stopwatch to measure how
long it took for the tablet to completely dissolve. We
repeated this entire process twice with three cups of hot
water, three cups of cold water, and three cups of room
temperature water. Then we filled out our data collection
form. There were two sets of data, one from each student
researcher. After we combined our data, we conducted our
analysis of data, wrote our summary and conclusion, and applied
our findings to everyday life.
III. ANALYSIS OF DATA:
The averages below came from two sets of data. There were
three trials for hot water, cold water, and room temperature
water in each set of data. There was a total of six trials for
hot water, cold water, and room temperature water.
It took an average of 18.6 seconds for the seltzer tablet to
dissolve in hot water that was an average of 62.3 degrees
centigrade. It took an average of 42.6 seconds for the seltzer
tablet to dissolve in room temperature water that was an
average of 20 degrees centigrade. It took an average of 1
minute and 32 seconds for the seltzer tablet to dissolve in
cold water that was and average of 0 degrees centigrade.
IV. SUMMARY AND CONCLUSION:
The seltzer tablet dissolved faster in hot water and tap water
than in cold water. Therefore, we accept our hypothesis which
stated that heat will increase the speed of a chemical
reaction.
V. APPLICATION:
We can apply this information by telling people that chemical
reactions occur faster in hot temperatures than in cold
temperatures. For example, an old car starts on a hot day
because the battery is warm and the chemical reaction inside it
is occurring fast enough to produce enough electricity to start
the car. The same car on a cold day may not start. This is
because the battery is cold. Therefore, the chemical reaction
is not occurring fast enough to produce enough electricity to
make the car start.
SOCIAL STUDIES SECTION
TITLE: What Do Students Know And Feel About Racism?
STUDENT RESEARCHER: Michael Placito
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 survey research project on what students
know and feel about racism. My hypothesis states that the
majority of the students that respond to my questionnaire can
correctly define prejudice.
II. METHODOLOGY:
First, I wrote my statement of purpose and reviewed the
literature on racism, prejudice, and discrimination. Second, I
developed my hypothesis. After that, I wrote my methodology to
test my hypothesis. Next, I developed a questionnaire. I then
drew a random sample of 6th grade students at Mandeville Middle
School in Mandeville, Louisiana and administered my
questionnaire to them. I also sent the questionnaire out onto
the National Student Research Center's Electronic School
District on the Internet to schools all over the world. Once I
received the completed questionnaires, I scored them. Next, I
analyzed my data, wrote my summary and conclusions where I
accepted or rejected my hypothesis, and applied my findings to
life outside the classroom.
III. ANALYSIS OF DATA:
In total, I received 16 responses to my questionnaire. One
response came from Montana, another from Wisconsin, three from
Canada, and eleven from Mandeville Middle School in Mandeville,
Louisiana. Fourteen of the sixteen respondents were Anglo-
Americans, one respondent was an Asian American, and one
respondent had a Native American background. The respondents
were in fifth, sixth, eleventh, and thirteenth grade. Nine
respondents were male and six were female. Twenty percent of
the students surveyed were members of a racial or ethnic
minority where they lived, and none of the students had a
disability.
A large majority of 86% knew that prejudice is a is a negative
prejudgment of the members of a group. A majority of 53% did
not know that Agism can be discrimination against all ages,
including children, teenagers, or the elderly. A small
majority of 53% knew that a person who is bigoted does not
listen to other people's opinions. A large majority of 87%
knew that discrimination is the unequal treatment of people
based upon their race, creed, color, religion, gender, and age.
Seventy-eight percent correctly defined genocide as the
extermination of a cultural or racial group. Eighty-seven
percent knew than genocide can be the result of war. Only 47%
of the students knew that segregation can be both voluntary and
involuntary.
Fifty-seven percent of the students surveyed incorrectly
thought that there are more males in the United States than
there are females.
An overwhelming majority of 93% believed that not hiring
someone for a job because of their race is a form of
discrimination. A small majority of only 51% thought that
prejudice was always unacceptable. Forty-five percent thought
that it was sometimes acceptable. A small majority of only 54%
thought that sexism was unacceptable. Forty-six percent
thought that it was sometimes acceptable. A large majority of
only 72% percent thought that racism was unacceptable, and
fifty-seven percent thought that intolerance was also
unacceptable.
A large majority of 93% of the students surveyed thought that
the Equal Rights Amendment, an amendment that would end
discrimination against women, was a good idea. However, 87% of
the students did not know that the amendment wasn't ratified by
the states, and therefore is not an amendment in the U.S.
Constitution. A majority of 71% believed that the Americans
with Disabilities Act, an act passed by Congress in 1991 that
wanted to ensure equal rights of people with physical or mental
disabilities, was a good idea.
IV. SUMMARY AND CONCLUSION:
A majority of 75% of the responses to my factual questions on
my questionnaire were correct. According to my data, the
students surveyed could correctly define prejudice,
segregation, agism, and bigotry.
The majority of the students felt that prejudice, racism,
intolerance, and racism were unacceptable. It should be
mentioned that a significant number believed that prejudice and
sexism is sometimes acceptable.
The majority of the students surveyed thought that the Civil
Rights Act, the Equal Rights Act, and the Americans With
Disabilities Act were good ideas.
Since 86% of the students surveyed knew that prejudice is a
negative prejudgment of the members of a group, I accept my
hypothesis which stated that the majority of the students that
respond to my questionnaire can correctly define prejudice.
V. APPLICATION:
Due to this survey research project, I have learned that the
majority of the students surveyed believe that racism,
prejudice, discrimination, sexism, and intolerance are
unacceptable. The majority supported the governmental
legislation acts that tried to abolish these social practices.
This information shows that the students surveyed dislike
prejudice and discrimination, and want those practices to be
stopped. With this information in mind, as an individual, I
could do my part by creating an anti-hatred group to educate
others of these facts and write letters to public officials to
encourage them to support current anti-racist groups and
legislation.
TITLE: What Students Know And Feel About Poverty
STUDENT RESEARCHERS: Adam French 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 scientific research project on what
students know and feel about poverty. Our hypothesis states
the majority of the responses to the factual questions on our
questionnaire about poverty would be answered incorrectly.
II. METHODOLOGY:
First, we developed our statement of purpose. Then we wrote
our review of literature on poverty. After that we developed
our hypothesis and wrote our methodology. Fifth, we developed
our questionnaire. Then we administered them to a random
sample of 26 students at Mandeville Middle School in
Mandeville, LA . We also sent them out through the NSRC's
Electronic School District via the Internet. When we received
the completed questionnaires we scored them and placed our data
on our data collection form. Last, we conducted our analysis
of data, wrote our summary and conclusion, and applied our
findings to the world outside the classroom.
III. ANALYSIS OF DATA:
We received a total of 125 completed questionnaires from Ohio,
Wisconsin, Montana, Michigan, Texas, Oregon, Virginia, New
York, and Canada via the NSRC's Electronic School District on
the Internet. We also received 22 completed questionnaires
from sixth grade students at Mandeville Middle School in
Mandeville, LA. We received responses from students in the
4th, 5th, 6th, 7th, 8th, and 11th grade.
A majority of 73% of the students we surveyed did not know that
37 million people were living in poverty in the USA in 1992. A
majority of 65% knew that the greatest number of people living
in poverty in the USA are woman and children. A majority of
83% agreed that poverty is a major issue in the USA. A
majority of 72% knew that lack of education is a primary cause
of poverty. A small majority of 51% did not know that 27% of
the children lived in poverty in the USA in 1992. A majority
of 66% knew that the number of children living in poverty today
is the highest its been in thirty years. A majority of 79%
knew that poverty is the lack of income and necessities to live
adequately. Half of the students did not know that African
Americans had the highest poverty rate in 1992 in the USA.
Seventy-five percent did not know that 11% of adults live in
poverty and fifty percent did. A majority of 72% knew that
males are least likely to live in poverty in USA. A majority
of 77% agreed that the amount of poverty which exists in the
USA is a national disgrace. A majority of 55% did not think
that the US government is doing all it can to eliminate poverty
among its citizens. A majority of 58% did not know that 15.7
million children lived in poverty in the USA in 1993. A
majority of 83% did not know Anglo-Americans, in 1992, had the
largest number of people living in poverty, in the USA. They
incorrectly believed that Hispanic and African Americans had
the largest number of people living in poverty.
IV. SUMMARY AND CONCLUSION:
The majority of students were able to define poverty. They
know that a primary cause of poverty is lack of education.
They know that more women and children live in poverty than
men.
They did not know that there are at least 37 million people
living in poverty in the USA. They did not know 27% of
American children are living in poverty. They did not know
that African Americans have the highest poverty rate. They did
not know that 11% of adults are living in poverty in the USA.
They did not know that 16 million children are living in
poverty. They did not know that Anglo-Americans had the
highest number of people living in poverty. In general, they
don't know how large the problem of poverty in the USA really
is.
The majority of the responses to six of the eleven factual
questions on our questionnaire about poverty were incorrect.
Therefore, we accept our hypothesis which stated that the
majority of the responses to the factual questions on our
questionnaire about poverty would be answered incorrectly.
V. APPLICATION:
A majority of the students believe that the amount of poverty
which exists in the USA is a national disgrace. Students also
feel that the government of the USA is not doing all it can to
eliminate poverty among its citizens. Knowing this we could
bring this information to the legislators and tell them what
students think about the government's efforts in regards to the
extensive poverty which exists in the USA, one of the
wealthiest nations in the world. We could also start a group
to help raise money for the poor.
CONSUMERISM SECTION
TITLE: Cheapest Gas in the United States
STUDENT RESEARCHERS: Mr. Carbone's Math Class
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
TEACHER: Mr. V. Carbone, M.Ed
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to find which state sells the cheapest unleaded regular
gas. We think Virginia will have the cheapest unleaded regular
gas.
II. METHODOLOGY:
We will ask other schools to help us with this project. We
will write a letter asking schools to join us by using the
Internet. They will send us their gas prices per gallon for
unleaded regular.
III. ANALYSIS OF DATA:
Town State Price of unleaded regular gas
per gallon
Campbell Nebraska $1.09
Bellevue Washington $1.24
Castro Valley California $1.17
Richmond Virginia $ .99
Flint Michigan $ .99
Fairfield Connecticut $1.25
IV. SUMMARY AND CONCLUSION:
We found that Virginia and Michigan had the cheapest gas price
for unleaded regular. We accept our hypothesis because we were
partially correct.
V. APPLICATION TO LIFE:
1. If you go on vacation, you would be able to use this
information to make a budget.
2. If you move to another state, you might want to consider the
gas prices in your decision.
3. When a state makes up a travel brochure, they can tell
visitors that their state has cheap gas prices.
TITLE: Which Battery Utilizes Its Energy More Efficiently?
STUDENT RESEARCHER: Shawn Hymel
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Mrs. Marino
I. STATEMENT OF PURPOSE AND HYPOTHESIS
The purpose of my experiment is to test and see which type of
battery uses its energy more efficiently. I will test
Duracells, Energizers, and Super-Alkalines. I will also
compare the cost of the batteries. My hypothesis states that
the Super-Alkaline M batteries will utilize its energy more
efficiently than Duracell and Energizer.
II. MEHTODOLOGY
First, I stated my purpose, reviewed the literature, and
developed my hypothesis. Then I gathered my material. Next, I
took two new M Duracell, two new M Energizers, and two new
Super-Alkaline batteries out of the package. Then I tested the
batteries on the tester and recorded the
information on the data collection form before starting. I
inserted each set of batteries into three identical
flashlights. All three flashlights were turned on at the exact
same time. Then I started my stopwatch. After one hour, all
three flashlights were turned off. Then I took the batteries
from the three flashlights and tested their energy with the
tester, and recorded it on the data collection form. Then I
inserted the batteries back into the three flashlights and
repeated the entire process for another hour. That was trial
1.
I repeated the process with 2 more sets of batteries recording
all results on the data collection form. Finally, I analyzed
the data, wrote a summary and conclusions, and applied my
findings to the world outside the classroom.
III. ANALYSIS OF DATA
After 3 trials, the average beginning energy level for the
Duracell batteries was 3.75. After 1 hour, it was 3.47. After
2 hours of use, it was 3.24. The average being energy reading
for the Energizer batteries was 3.71. After 1 hour, it was
3.3. After 2 hours of use, it was 3.18. The average beginning
energy reading for Super-Alkaline batteries was 3.85. After 1
hour, it was 3.4. After 2 hours of use, it was 3.21.
IV. SUMMARY AND CONCLUSION
The average energy loss between the beginning energy levels and
2 hours of use for Duracell was 0.51. For Energizer, it was
0.53. For Super-Alkaline, it was 0.64. Therefore, I reject my
hypothesis which stated that the Super-Alkaline M batteries
will utilize its energy more efficiently than Duracell and
Energizer. The Duracell batteries were more efficient.
V. APPLICATION
Now that I know that Duracell utilizes its energy more
efficiently than Energizer and Super-Alkaline, I will buy that
brand. I will also tell my friends and family to buy that
brand.
© 1996 John I. Swang, Ph.D.