The National Student Research Center
E-Journal of Student Research: Multi-Disciplinary
Volume 4, Number 3, May, 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 Music on Plant Growth
- The Conduction Of Heat Through Different
Metals
- The Effect Of The Number Of Coils
On The Strength Of An Electromagnet
- What Do Students Know And Feel About
Nuclear Weapons?
- What Do Students Know and Feel About
Death and Dying?
- How Long Do Kids Participate In
Physical Activities Each Week?
- Vitamin C in Orange Juice
- What Battery Has The Best All Around
Value?
SCIENCE SECTION
TITLE: The Effect of Music on Plant Growth
STUDENT RESEARCHER: Rachel Effa
SCHOOL: District #10 School
Columbus, Nebraska
GRADE: 8
TEACHER: Anita Long
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
The purpose of my experiment is to see which type of Music will
help plants grow. My hypothesis is that classical music will
help plants grow taller.
II. METHODOLOGY:
The materials I used for this experiment are: rocks, soil,
three small flower pots, three contender bush beans, small
trowel, small graduated cylinder, water, masking tape,
permanent black marker, metric ruler, pen or pencil, notebook,
at least two sheets of 1/4 inch square graph paper, tape or CD
player (not a Diskman or Walkman), one classical music tape or
CD, one rock tape or CD, small alarm clock or watch, and three
shallow bowls or lids.
This is the procedure for the experiment:
1. Take a small piece of masking tape and label each pot with
a black marker.
2. Put each pot in a shallow bowl or lid.
3. Put rocks in the bottom of each pot. (Just enough to cover
the bottom)
4. Put 2.5 cm. of soil in the bottom of each pot.
5. Put one bean in each pot on top of the soil.
6. Put another 2.5 cm. of soil on top of the beans.
7. Put 25 ml. of water in each pot. After this, water when
necessary.
8. Put the rock music tape or CD into the tape or CD player.
9. Play rock music for 30 minutes to the plant marked rock.
10. Repeat steps 8 and 9 for the plant marked classical, but
play classical music.
11. Play no music for the control plant.
12. When the plants start to grow, measure the height in cm.
each day.
13. Record the day, type of music, and height in a notebook.
14. After 31 days, display the heights in a line graph. Use a
red line for classical, green for rock, and blue for
control.
III. ANALYSIS OF DATA:
My data showed me that music doesn't affect the grow of the
bean plants. During the second week, the classical plant was
the tallest. But during the third week of recorded growth, the
control plant grew the tallest. The plants to which rock and
classical music both grew to a height of 16.5 cm. The control
plant grew to a height of 18.3 cm.
IV. SUMMARY AND CONCLUSION:
The analysis of my data showed me that music will not affect
the growth of contender bush bean plants. A limitation of my
research is that I do not know if this is true for other plants
like orchids, zinnias, and pumpkins. My findings led me to
reject my hypothesis. My hypothesis stated that classical
music will help beans plants grow taller. My conclusion is
that music doesn't affect the growth of contender bush beans
plants.
V. APPLICATION:
This research might be of value to botanists if a certain type
of music could help plants grow taller and faster. If they had
to grow a certain type of plant for medicine, they might have
that plant sooner to make the medicine by playing music to it.
I would suggest further research on this topic.
TITLE: The Conduction Of Heat Through Different Metals
STUDENT RESEARCHER: Meredith Railey 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 scientific research project on the
conduction of heat through different metals. Our hypothesis
states that aluminum will be the most efficient conductor of
heat.
II. METHODOLOGY:
First, we chose a topic and then wrote our statement of
purpose. We then each researched this topic and wrote our
review of literature. From the information that we gathered in
our review of literature, we were able to develop our
hypothesis. Fourth, we wrote our methodology and developed our
list of materials. Fifth, we formulated our data collection
form. We then began our experimentation.
We gathered three metal wires (aluminum, copper, iron), each
8.5 centimeters long and 2 mm in gauge. We took each wire and
placed it on a clothespin which we positioned upright on a
table. One end of the metal wire was held in a flame and, on
the other, we placed a bead of wax one centimeter in diameter.
We did this to find out which metal would conduct heat from one
end of the wire to the other the fastest. We performed three
trials on each metal, each time recording how long it took for
the bead of wax to melt and fall off. The wire was allowed to
cool to room temperature after each trial. We recorded these
findings on our data collection form and then wrote our
analysis of data. Finally, we wrote our summary and conclusion
and applied our data to the world outside the classroom.
Our manipulated variable was the different types of wires. Our
responding variable was the rate at which the heat was
conducted through each of the metals. Our controlled variables
were the length (8.5 cm.) and gauge (2 mm) of the wires, the
size of the ball of wax (1 cm. in diameter) the size of the
candle, and the apparatus which held the wire.
III. ANALYSIS OF DATA:
Copper conducted heat at an average time of 1 centimeter per
6.6 seconds. In the first trial, copper conducted heat at an
average time of 1 centimeter per 11.6 seconds. In the second
trial, copper conducted heat at an average rate of 1
centimeter per 5.5 seconds. In the third trial, copper
conducted heat at an average time of 1 centimeter per 6.8
seconds.
Aluminum conducted heat at an average time of 1 centimeter per
7.6 seconds. In the first trial, aluminum conducted heat at an
average time of 1 centimeter per 6.8 seconds. In the second
trial, aluminum conducted heat at an average of 1 centimeter
per 12.6 seconds. In the third trial, aluminum conducted heat
at an average of 1 centimeter per 12.9 seconds.
Iron conducted heat at an average rate of 1 centimeter per 62.4
seconds. In the first trial, iron conducted heat at an average
rate of 1 centimeter per 64.9 seconds. In the second trial,
iron conducted heat at an average time of 1 centimeter per 65.3
seconds. In the third trial, iron conducted heat at an average
rate of 1 centimeter per 62.9 seconds.
IV. SUMMARY AND CONCLUSION:
Through our experimentation, we concluded that copper was the
best conductor of heat; its ball of wax melted off the wire the
fastest. Therefore, we reject our hypothesis which stated that
aluminum would conduct the heat faster.
V. APPLICATION:
We can apply our findings to the world outside the classroom by
telling people that if they are looking for a metal which
conducts heat well, they should not use iron because it is a
rather poor conductor. We could also send our findings to
kitchen ware manufacturers telling them to use copper when they
make their pots. This way, food could be cooked faster and
energy would be saved.
TITLE: The Effect Of The Number Of Coils On The Strength Of An
Electromagnet
STUDENT RESEARCHERS: Keri Beth Schroeder, Cara McManus, and
Michael Pantaleo
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
electromagnetism. We would like to know if the number of wire
coils around the core of a metal rod affects the strength of
the electromagnetic field that is produced. Our hypothesis
states that the electromagnet with 30 coils of wire will have
the strongest electromagnetic field and pick up the most paper
clips.
II. METHODOLOGY:
First, we wrote our statement of purpose and our review of
literature on electromagnetism. Next, we developed our
hypothesis, wrote our methodology, and compiled a list of
materials. Third, we constructed our data collection form and
began our experiment. We conducted our experiment by wrapping
15, 20, 25, and 30 coils of insulated copper (speaker) wire
around a 3" common nail. Then we attached the ends of the wire
to the negative and positive terminals of a 6 volt battery. We
tested the strength of the electromagnet by placing 50 paper
clips in a pile on a table. We then held the head of the nail
over the paper clips to see how many paper clips it attracted.
We used an oven mitt to hold the nail so we would not get
burned if the nail began to heat up. We all conducted four
trials with each of the four different electromagnets. There
was a total of 12 trials for each electromagnet.
Next, we combined the data from the three student researchers
to complete our analysis of data. We then wrote our summary
and conclusion and applied our findings to the world outside
the classroom. Finally, we completed our report, wrote an
abstract, and submitted it to the NSRC for publication in its
printed and electronic journals.
Our controlled variables were the size of the battery, the
gauge of the electrical wire, the size of the nails, and the
size of the paper clips. Our manipulated variable was the
number of coils that were wrapped around the nail. Finally,
our responding variable was how many paper clips the nail
picked up.
III. ANALYSIS OF DATA:
We conducted our experiment and combined our data from three
student researchers. We found that the electromagnet with 15
coils of wire around it picked up an average of 5.15 paper
clips. The electromagnet with 20 coils picked up an average of
8.75 paper clips. The electromagnet with 25 coils of wire
around it picked up 10.5 paper clips on average. Finally, the
last electromagnet with 30 coils picked up an average of 11.4
paper clips.
IV. SUMMARY AND CONCLUSION:
We found out that the electromagnet with 30 coils of wire
wrapped around the iron core picked up the most paper clips.
Therefore, we accept our hypothesis which stated that the
electromagnet with 30 coils of wire would have the strongest
electromagnetic field and pick up the most paper clips.
V. APPLICATION:
We can apply our findings to the world outside the classroom by
telling mechanical engineers that they should wrap more coils
of wire around the electromagnets they use in order to get a
stronger magnetic field.
SOCIAL STUDIES SECTION
TITLE: What Do Students Know And Feel About Nuclear Weapons?
STUDENT RESEARCHER: Michael Placito, Gordon Spring, and Kristi
LeBlanc
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 and feel about nuclear weapons. Our hypothesis states
that the majority of the responses to the factual questions on
our questionnaire will be answered incorrectly.
II. METHODOLOGY:
After we chose our research topic, we wrote a statement of
purpose. Then we reviewed the literature related on nuclear
weapons. From our review, we developed a hypothesis. Next, we
developed a methodology to test our hypothesis. Then we
created a questionnaire from the information that we had
gathered in our library research, and sent the questionnaire to
a random sample of 36 students at Mandeville Middle School in
Mandeville, Louisiana. In addition to that, we also posted the
questionnaire on the National Student Research Center's
Electronic School District on the Internet and sent it to
schools all around the world. Once we received the
questionnaires back, we scored them, analyzed our data, and
wrote our summary and conclusions where we accepted or rejected
our hypothesis. Then we applied our findings to life outside
the classroom. After we completed our project, we sent an
abstract of it to the National Student Research Center's
national journal of student research for publication.
III. ANALYSIS OF DATA:
We received a total of 39 responses from Louisiana, Maryland,
Alabama, Missouri, Nebraska, Iowa, Singapore, Norway, Austria,
and Canada. These students were in the grades 5 through 9.
A large majority of 70% knew that in the United States there
are 75 Presidential Emergency Facilities built for the use of
the President during and after a nuclear war. A majority of
76% did not know that there have been about 1,050 nuclear tests
in the U.S.A. from the years 1945 - 1992. A majority of 77%
didn't know that the first nuclear test was in 1945. A
majority of 60% didn't know that the largest nuclear weapon
ever exploded was over 100 megatons. A small majority of 59%
knew that during an H-Bomb test in 1952, an entire island in
the Enewetak Atoll was vaporized. A majority of 65% didn't
know that the state of Nevada in the U.S.A. had the greatest
number of nuclear tests in the world. A small majority of 51%
were aware that in 1995, the U.S.A. targeted 2,500 targets
around the world for nuclear attack by intercontinental
ballistic missiles. Fifty-percent knew that eleven U.S.
nuclear bombs have been lost in accidents and were never
recovered. A majority of 67% did not know that the estimated
annual spending on all nuclear activities in the U.S.A. is
greater than 33 billion dollars. A large majority of 86% did
not know that the smallest nuclear bomb weighs 58 pounds. A
majority of 61% did not think that nuclear weapons keep the
world safe. A large majority of 73% did not know that the
estimated number of nuclear weapons in the world in 1995 was
50,000 weapons. A small majority of 58% knew that the world-
wide nuclear arms race has produced more than 127,000 nuclear
warheads. A majority of 58% thought that nuclear weapons
should be banned. A small majority of 57% thought that the
possibility of a global nuclear war is very great today and 63%
thought the possibility of a terrorist group obtaining a
nuclear weapon is very great today. A majority of 68% knew
that Nagasaki and Hiroshima were the two cities in Japan that
were destroyed by nuclear bombs during World War II. Forty-two
percent said that Russia is most likely to start a nuclear war
and 12% thought that the U.S.A. is most likely to start a
nuclear war. A small majority of 52% didn't know that the
U.S.A. is the only country that has dropped a nuclear bomb
during war. A small majority of 58% knew that the START I and
START II nuclear treaties will reduce American and Russian
strategic nuclear weapons to 3,000 - 3,500 by the year 2003.
IV. SUMMARY AND CONCLUSION:
The majority of the respondents felt strongly against nuclear
weapons. They thought nuclear weapons should be banned and did
not keep the world safe. There were 598 responses to our
factual questions. Fifty-four percent of the answers were
incorrect. Therefore, we accept our hypothesis which stated
that the majority of the responses to the factual questions on
our questionnaire will be answered incorrectly.
V. APPLICATION:
We can apply these findings to the world outside the classroom,
by telling teachers to make their students more aware of
nuclear weapons. Also, we would like to start a global anti-
nuclear weapons group to work towards the banning of all
nuclear weapons. We will write a letter and send our research
findings to the leaders of all nuclear weapons countries.
TITLE: What Do Students Know and Feel About Death and Dying?
STUDENT RESEARCHER: Graham Rees and Devin Grabarek
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 and feel about death and dying. Our hypothesis states
that the majority of the responses to the factual questions on
our questionnaire will be incorrect.
II. METHODOLOGY:
First, we wrote our statement of purpose and reviewed the
literature on death and dying. Second, we developed our
hypothesis and a methodology to test our hypothesis. Next, we
developed our questionnaire. Then we drew a random sample
population of twenty-four 6th graders at Mandeville Middle
School in Mandeville, Louisiana which would receive the
questionnaire. Then we administered our questionnaires to
them. We also sent the questionnaires out over the Internet on
the NSRC's Electronic School District. After we received our
completed questionnaires, we scored them and analyzed our data.
Finally, we wrote our summary and conclusion, and applied our
findings to the world outside of the classroom.
III. ANALYSIS OF DATA:
We received a total of 24 completed questionnaires from 6th
grade students at Mandeville Middle School in Mandeville,
Louisiana. We also received a total of 73 responses from
Texas, Wisconsin, Minnesota, Iowa, New York, Georgia, Missouri,
Nebraska, Kansas, Michigan, Australia, Hong Kong, Singapore,
Norway, and England. The students responding to our
questionnaire were in grades 4 through 12.
A large majority of 91% of the students surveyed believed that
funerals are a good way to say goodbye to friends or loved ones
when they die. About a quarter of the respondents (23%) wished
to be cremated when they die. A little over a half of the
respondents (52%) wished to be buried when they die. About a
fifth of the respondents (19%) wished to be frozen in hope that
medical science can bring them back to life in the future.
About three quarters of the respondents (74%) believed that
their soul will travel to heaven or hell once they die. About
one sixth of the respondents (16%) believed that they will be
reincarnated when they die. The other tenth of the respondents
believed that their body will lay unconscious and they will
cease to exist entirely when they die. A majority of 82% knew
that a hospice is a program of caring people who help others
cope with death and dying. A majority of 74% knew that the
longest average life span for a person living in a developed
country today is 83 years of age. Only a very small majority
of 51% knew that citizens of Switzerland have the longest
average life span of 83 years of age. A majority of 69% knew
that the shortest average life span for a person living in a
developing is 43 years of age. A majority of 73% did not know
that Afghanistan has the shortest average life span of 43 years
of age. A majority of 74% knew that, on average, women live
longer than men. A majority of 64% did not know that death
rates have not risen all over the world in the past fifty
years. A majority of 74% believe that students should be
taught more about death and dying in school. A small majority
of 54% knew that the country with the highest crude death rates
of 22.2 deaths per thousand was Afghanistan. A majority of 76%
did not know that Japan is the country with the lowest crude
death rate of 7.5 deaths per thousand. A majority of 77%
believe that assisted suicide for terminally ill patients who
are suffering a great deal of pain should be legal. A majority
of 64% did not know that the legal definition of death is when
the brain ceases to function. A small majority of 57% did not
want to live forever. A majority of 76% did not know that
Afghanistan has the highest infant mortality rate of 162 deaths
per 1000. A majority of 57% did not know that Japan has the
lowest infant mortality rates of 5 deaths per 1000. A majority
of 83% believed that world governments should spend more money
on trying to find cures for deadly diseases. A majority of 64%
did not know that the most frequent initial response from
people when they find out that they are going to die is denial.
IV. SUMMARY AND CONCLUSION:
In summary, majority of 60% of the responses to the factual
questions on our questionnaire were answered incorrectly.
Therefore, we accept our hypothesis which stated that the
majority of the responses to the factual questions on our
questionnaire will be incorrect. Students basically did not
know a lot about death and dying. They thought that they
needed to be taught more about death and dying in school
V. APPLICATION:
We can apply our findings to the world outside of the classroom
by explaining to school boards and teachers that students need
to be taught more about death and dying. They need to know
more about this topic because death will happen to all of them
and it will happen to the loved ones around them.
Title: How Long Do Kids Participate In Physical Activities
Each Week?
Student Researcher: John Hegeman
School: Weber Elementary School
Iowa City, Iowa
Grade: 5
Teacher: Chris Rohret
I . Statement of Purpose and Hypothesis:
I wanted to know how long kids at Weber Elementary school
participate in physical activities (physical education does not
count). I wanted to know whether boys or girls spend more time
participating in physical activities during an average week.
Also, I wanted to know whether younger kids or older kids spend
more time participating in physical activities. My first
hypothesis stated that boys would participate in physical
activities longer than girls. My second hypothesis stated that
there would be a positive correlation between age and time of
physical activity for boys (the older, the more hours of
physical activity in an average week). My third hypothesis
stated that there would be a negative correlation between age
and time of physical activity for girls (the older, the fewer
hours of physical activity in an average week).
II. Methodology:
The first thing I did was write my statement of purpose and
hypothesis. Next, I reviewed my literature. After that I
wrote my questionnaire. Then I drew a stratified sample with
an equal number of boys and girls from the 3rd/4th grades and
5th/6th grades for a total of 44 students. After that I gave
out my questionnaires. When they were returned, I scored them
and conducted my analysis of data. Next, I wrote my summary
and conclusion and finally published my research findings.
III. Analysis of Data:
My data show that the hours of physical activity during an
average week varies from student to student. The overall
range was from 1-20 hours a week. Data show that the boys
average 8.35 hours while girls average 6.56 hours of physical
activities each week. There was no correlation between age and
number of hours participating in physical activities for boys
or girls.
IV. Summary and Conclusion:
Only about half of the 44 surveys I sent out were returned and
answered correctly. One age group for both boys and girls did
not have any surveys returned correctly.
I accepted my first hypothesis which stated that boys would
participate in physical activities longer than girls. I
rejected my second and third hypotheses because my data show
that there is no correlation between age and time of physical
activity for boys or girls. My hypotheses stated that there
would be a positive correlation for boys (the older, the more
hours in an average week) and a negative correlation for girls
(the older, the fewer hours in an average week). The youngest
boys participated in physical activities longer than the older
boys.
V. Application
I will give my findings to the physical education teachers for
the school district. I will do this so they will make sure all
kids are being sufficiently active in P.E.
CONSUMERISM SECTION
TITLE: Vitamin C in Orange Juice
STUDENT RESEARCHERS: Derrick Henderson and Greg Meyer
SCHOOL: Dawson School
Holden, MA
GRADE: 5
TEACHER: Wayne Boisselle, M. Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to find out which brand of orange juice had the most
Vitamin C out of seven types. Our first hypothesis stated that
Tropicana Pure Premium Plus will have the most Vitamin C. Our
second hypothesis stated that Sunny Delight will have the
least.
II. METHODOLOGY:
First, we wrote a statement of purpose and hypothesis. Then
we reviewedthe literature. Next, we carried out our
experiment. The materials we used were: seven types of orange
juice including Tropicana Pure Premium Original, Florida
Natural, Big Y Premium Select, Sunny Delight California
Style, Tropicana Pure Premium Plus, Minute Maid Frozen
Concentrate, and Tropicana Frozen Concentrate. We also used
two graduated cylinders, fifteen medicine droppers, white
styrofoam cups, indolphenol (a blue chemical used to indicate
the presents of Vitamin C), and water. We first measured ten
ml. of indolphenol into a graduated cylinder and then measured
10 ml. water into another graduated cylinder. We poured them
into separate styrofoam cups. Then we used medicine droppers
and added the orange juice to the water and to the indolphenol,
one drop at a time, stirring after each drop, until the water
and indolphenol were the same color (a cloudy, translucent
color). We tested pure Vitamin C (16 Vitamin C tablets
dissolved into one liter of water) first to use as our control.
Indolphenol turns from blue to pink to clear as it detects the
presence of Vitamin C. We repeated this for each of the
juices. Next, we analyzed our data and then wrote our summary
and conclusion. Finally, we applied our data to the world
outside the classroom.
III. ANALYSIS OF DATA:
Our data shows that pure Vitamin C took one drop to change
Indolphenol to the same color as the juice and water. The
fewer the drops the more Vitamin C. Big Y Premium Select,
Tropicana Pure Premium Plus, and Minute Maid Frozen Concentrate
took six drops to change Indolphenol to the same color as the
water and juice. We also found out that Florida Natural and
Sunny Delight California Style both took seven drops, Tropicana
Pure Premium Original took four drops, and Tropicana Frozen
Concentrate took eight drops.
IV. SUMMARY AND CONCLUSION:
According our data, Tropicana Pure Premium Original had the
most Vitamin C and Tropicana Frozen Concentrate had the least
Vitamin C. Therefore, we reject our first hypothesis which
stated that Tropicana Pure Premium Plus will have the most
Vitamin C. We also reject our second hypothesis which stated
that Sunny Delight will have the least.
V. APPLICATION:
We could use this information to inform people who are looking
for orange juice high in Vitamin C that Tropicana Pure Premium
Original, has the most.
TITLE: What Battery Has The Best All Around Value?
STUDENT RESEARCHERS: Brienne Graber and Sarah Politz
SCHOOL: Dawson School
Holden, MA
GRADE: 5
TEACHER: Wayne A. Boisselle, M. Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to find out which brand and type of battery had the
best all-around value based on price and life. Our first
hypothesis stated that the Duracell alkaline batteries would
last the longest. Our second hypothesis stated that Walgreens
would be the cheapest. Our third hypothesis stated that
Duracell would have the best all around value.
II. METHODOLOGY:
First, we wrote our statement of purpose and then did our
literature review. We then developed our hypothesis. Next we
started our experiment. Our materials were 5 flashlights with
2 D cell batteries of different brands in each. Our brands
were Duracell, Energizer, Walgreens, Rayovac Nicads, and
Rayovac HD. We turned the flashlights on and observed how long
each kind of battery illuminated the light. We recorded the
times on our data collection sheet. We then analyzed our data.
Next, we accepted or rejected our hypothesis and wrote both a
summary and conclusion, and an application.
III. ANALYSIS OF DATA:
The Duracell batteries lasted for 47 hours, 28 minutes, and 54
seconds. The Energizer lasted for 48 hours, 9 minutes, and 5
seconds. The Walgreens batteries lasted for 33 hours, 19
minutes, and 54 seconds. The Rayovac Nicads lasted for 8
hours, 16 minutes, and 10 seconds. The Rayovac Heavy Duty
lasted for 12 hours, 17 minutes.
The average price for Duracell is $3.28. Energizer's is $2.91.
The Walgreens price is $.99. The Heavy Duty was averaged at
$1.10. The Rayovac Nicads were a hefty $2.50.
We figured out the overall value by using a price per time
formula. We discovered that the Walgreens batteries had the
best overall value with a price of $.03 per hour. The
Energizer batteries had a cost of $.06 per hour, Duracell had a
cost of $.07 per hour, and Rayovac Heavy Duty ended up with a
cost of $.09 per hour. The worst overall value title falls to
the Rayovac Nicads with $.31 per hour. It should be noted that
the Rayovac Nicads are rechargeable batteries.
IV. SUMMARY AND CONCLUSION:
The Energizer batteries lasted the longest amount of time.
Therefore, we rejected our first hypothesis which stated that
the Duracell batteries would last the longest.
The Duracell batteries was the most expensive batteries. The
cheapest was the Walgreens. Therefore, we accepted our second
hypothesis which stated that the Walgreens batteries would be
the cheapest.
The Walgreens batteries, with a life of 33 hours, 19 minutes,
and 54 seconds and a cost of $.99 had the best value. We
computed this information by figuring out price per time. We,
therefore, rejected our third hypothesis that stated that the
Duracell batteries would have the best all around value.
V. APPLICATION:
Our project could be used to help others by giving them the
knowledge about what batteries are the best buy.
© 1996 John I. Swang, Ph.D.