The National Student Research Center
E-Journal of Student Research: Multi-Disciplinary
Volume 4, Number 4, July, 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
- What Soil Will Grass Grow Best In?
- pH Levels at Stephenson Brook
- Oxygen and Candle Burning Time
- Fecal Coliform at Stephenson Brook
- The Effect Of Oxygen Depletion On
Goldfish
- Nitrate Levels At Stephenson Brook
- Chromatography and Colored Drinks
- Does Pi Always Equal 3.14?
- The Probability Theory
- Which Tennis Ball Bounces Highest?
- Vitamin C Testing
SCIENCE SECTION
Title: What Soil Will Grass Grow Best In?
Student Researcher: Erin Allgaier
School Address: Hillside Middle School
1941 Alamo
Kalamazoo, Michigan 49007
Grade: 7
Teacher: Barbara A. Minar
I. Statement of Purpose and Hypothesis:
For my experiment, I wanted to find out what type soil grass
grows the tallest in. My hypothesis stated that if I compare
sand, dirt, peat moss, and a 50% sand/50% dirt mixture, the
grass will grow tallest in peat moss.
II. Methodology:
I took four pots of identical shape, size, color, thickness,
depth, and material. Next, I put a different material into
each pot (the 50% - 50% mixture was measured to be exactly
equal). I filled them each to 1/2 inch from the top of the
pot. Then I labeled them with: sand "A", dirt "B", the 50% -
50% mixture "C", and peat moss "D". Next, I planted one tsp.
of Scott's "Sun and Shade Mix" seeds into each pot. I chose
this mix because it does not grow in all soil. I covered the
seeds with 5/8 of an inch of appropriate soil. Then I put the
pots A, B, C, and D onto a sunny window sill. I gave each pot
4 oz. of water. While I was doing this, I remembered to make
sure the variables were controlled. These variables included:
same amount of grass seed, identical pots, and refrain from
using plant food or fertilizers, as these are not what I was
testing. Every day, I recorded how tall the stalks grew (in
mm) and when they first appeared. Also, I added 4 oz. of water
in each pot every other day.
III. Analysis of Data:
What I recorded was (in mm):
Day A B C D
1. 0 0 0 0
2. 0 0 0 0
3. 0 0 0 0
4. 0 0 0 0
5. 0 0 0 0
6. 0 0 0 8
7. 0 5 0 11
8. 0 10 4 15
9. 6 15 10 20
10. 20 27 17 30
11. 30 38 26 52
12. 45 42 38 62
13. 50 48 45 65
14. 66 53 53 68
15. 66 58 57 76
16. 67 63 62 80
As you can see from the data chart, "A" grew 67 mm, "B" grew 63
mm, "C" grew 62 mm, and "D" grew 80 mm. The thickest (most
stalks) were "D", the thinnest (least stalks) were "A".
IV. Summary and Conclusion:
I accepted my hypothesis. Peat moss is the best soil to grow
grass in (at least for 16 days). Peat moss grew 80 mm, the
tallest of all. I chose peat moss in my hypothesis because it
is spongy. Also, sand drains water, the seed would not get
much water. I didn't choose dirt because our grass at home
doesn't grow well in it.
V. Application:
What I found out in this project will help me if I ever need to
grow grass. The sand pot represents the deserts and beaches.
Dirt stands for our home soil. The 50% - 50% mixture
represents areas that have sand and dirt. Finally, peat moss
represents the soil similar to that in gardens. I have a few
questions still to answer. What would happen if I used larger
amounts of grass seeds? Or tried to use a different mix? Or
brand? Would "C" be the same? How long will each soil provide
nutrients for a plant?
TITLE: pH Levels at Stephenson Brook
STUDENT RESEARCHER(S): Cristina Branco, Kenneth Comvalius,
Kania Washington
SCHOOL ADDRESS: Isaac E. Young Middle School
New Rochelle, New York 10805
GRADE: 8
TEACHER: Mr. Liu
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
The topic is pH. It was tested at Stephenson Brook. pH is how
acidic or basic a particular substance is. pH is measured on a
scale of one to fourteen. Distilled water has a pH value of
seven. Seven is considered neutral. The strongest acid is one
and the strongest base is fourteen. Acid rain affects the acid
levels in the water. Acid rain is formed by going through a
cycle. Emissions from factories cars and plants go into the
atmosphere. The atmosphere is where the emissions change from
sulfur oxides to nitric acid and sulfuric acid.
II. METHODOLOGY:
A LaMotte wide range pH test kit was used to conduct the test.
The procedure included the following steps: the test tube was
rinsed with the sample water, then filled to the 5 ml. line.
Afterwards, the indictor solution was added and then inverted
several times to mix. The test tube was then inserted into the
octet comparator. The sample color was matched to the color
standard and recorded as a pH.
III. ANALYSIS OF DATA:
The levels of pH were found to be mostly neutral to basic. The
average for the month of March was 7.2. The highest pH was 7.9
and the lowest was 3.4. Certain changes were effected by
precipitation.
IV. SUMMARY AND CONCLUSION:
The pH levels were found to be mostly neutral to basic. New
York State Department of Environmental Conservation standards
say the pH levels shall be no less than 6.8 and no more than
8.2. The average pH level at Stephenson Brook are normal. It
is suggested that the test be done twice at the same time and
that both results be averaged.
V. APPLICATION:
pH level of water is a serious topic that deserves a lot of
attention. If people don't become more conscious and more
attentive to the environment, it won't be such a nice place to
live anymore. To keep the acid levels low, people could car
pool more and use public transportation to reduce the levels of
acid rain.
Title: Burning Time
Student Researcher: David M. Moss
School Address: Hillside Middle School
1941 Alamo
Kalamazoo, Michigan 49007
Grade: 7
Teacher: Barbara A. Minar
I. Statement of Purpose and Hypothesis:
I investigated the relationship between the amount of oxygen
available and the length of time a candle would burn. My
hypothesis stated that if I doubled the amount of oxygen
available, then the candle would burn twice as long.
II. Methodology:
I used the following materials to test my hypothesis: "tea"
candles, glass jars (pint, quart, gallon), matches, and stop
watch.
My procedure for testing the hypothesis was: 1) Light one tea
candle placed on level surface. 2) Cover burning candle with a
pint jar. 3) Start timing as soon as jar is in place. 4)
Continue timing until flame is out. 5) Record data. 6) Wash
and dry the jar. 7) Repeat with quart and gallon jars, using
new candles. 8) Repeat trials for each jar size another 4
times.
III. Analysis of Data:
Using the pint jar, the candles burned between thirteen (13)
and twenty-four (24) seconds, with an average of seventeen (17)
seconds.
For the quart jar, the candles burned between twenty-seven (27)
and thirty-eight (38) seconds, with an average of thirty (30)
seconds.
The gallon jar resulted in the candle burning between 107 and
147 seconds, with an average of 125.4 seconds.
IV. Summary and Conclusions:
The ratio between the size of the quart and pint jars was
approximately 2:1. The ratio between the size of the gallon
and the quart jars was approximately 4:1. The ratio between
the size of the gallon and the pint jars was approximately 8:1.
These ratios reflect the ratios of the volumes of the jars.
This data seemed to support my hypothesis which stated that if
I doubled the amount of oxygen available (as in the larger
jars), then the candle would burn twice as long. I accept my
hypothesis.
V. Applications:
There are many places in the real world where the results of
this experiment may prove useful. In a space shuttle, oxygen
is vital. N.A.S.A. needs to know how long their oxygen will
last. A crew on a submarine must know how long they can stay
under before their oxygen is exhausted. In warfare, the
results of my experiment could be helpful. People might need
to know how long they can breath in a bomb shelter.
TITLE: Fecal Coliform at Stephenson Brook
STUDENT RESEARCHERS: Sophia Jackson, Tracy Couiello, Lenny
Ricci, Adam Lindia
SCHOOL ADDRESS: Isaac E. Young Middle School
270 Centre Ave.
New Rochelle, N.Y. 10805
GRADE: 8
TEACHER: Mr. Liu
I. STATEMENT OF PURPOSE AND HYPOTHESIS
Fecal coliform, such as E.Coli, is are bacteria formed by
humans and other warm blooded animals. They can enter rivers
through direct discharge from mammals and birds. Our
hypothesis states that there would be large amounts of fecal
coliform in Stephenson Brook. Stephenson Brook is a storm
drain. Humans and warm blooded animals can discharge feces
into the storm drain.
II. METHODOLOGY
The materials used were an alcohol bottle, alcohol lamp, m-fc
broth, counter, distilled water, sterile aseptic 47 ml
filtration system, forceps, matches, pre-sterile plastic petri
dishes with pads, 5 ml pipet, 2 ml pipet, sterile filters,
syringe, and water bath. The procedure included the following
step: the filtration system was taken out of the boiling water
and put together. The broth was poured from the ampule and put
into a petri dish. After the system was assembled, the forceps
were sterilized and the sterile filter was removed from it's
package. Then the filter was placed into the filtration
system. The sample water was taken with a pipet. After
putting the sample water into the filtration system, a syringe
was used to remove the air. After the syringe was used to
remove the air, 15 ml of distilled water was taken and emptied
into the top of the filtration system. That step was repeated.
Then the filter paper was placed in the petri dish and it was
placed into the water bath at 44.5 degrees Celsius +.2 degrees
or -.2 degrees. It was removed after 24 hours. Finally, the
petri dish was placed under a microscope and counted to see the
number of colonies there were.
III. ANALYSIS OF DATA
The data collected showed, according to the New York State
Department of Conservation, that the number of fecal coliform
colonies exceeded the amount allowed for swimming, boating and
fishing.
IV. SUMMARY AND CONCLUSION
The analysis of the data indicates that no one should go
swimming, boating, or fishing in Stephenson Brook. There were
high amounts of fecal coliform in Stephenson Brook. The
average of the colonies in Stephenson Brook was 8,190 colonies
per 100 ml in the month of March. We accept our hypothesis.
V. APPLICATION
Fecal coliform is found in feces produced by humans or warm
blooded animals. One way to reduce fecal coliform is if you
have a dog you can pick up its feces and dispose of it in the
garbage. Another possibility is to repair the broken drains
that the human feces goes through. People should check if
their sewage drains are broken.
TITLE: The Effect Of Oxygen Depletion On Goldfish
STUDENT RESEARCHERS: Cara McManus & Kristi Le Blanc
SCHOOL ADDRESS: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Pam Pearlstein
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to do a scientific research project on what would
happen to a gold fish's breathing rate in water that has
depleted dissolved oxygen. Our hypothesis states that the
goldfish's breathing rate will increase when it is in water
with a low amount of dissolved oxygen.
II. METHODOLOGY:
First, we picked our topic and wrote our statement of purpose.
Second, we reviewed the literature on fish, oxygen, and fish
habits. Next, we developed our hypothesis. Forth, we wrote
our methodology and made our list of materials. Next, we
constructed a data collection form. We then began our
experiment.
We conducted our experiment by placing a healthy goldfish into
a low oxygen water environment. We boiled the water to lower
the dissolved oxygen level. Then we cooled the water to room
temperature. We then counted how many times the fish pushed
water over its gills. We did this for one minute. With the
same fish, we put it in the normal oxygenated water at room
temperature, and did the same for a minute. After that, we
repeated the entire testing procedure with two other fish.
Next, we combined our data and wrote our analysis of data.
Then we applied our findings to the world outside the
classroom, wrote our abstract, and published our report.
III. ANALYSIS OF DATA:
In the three trials with oxygenated water, fish number 1 pushed
water through its gills 60, 70, and 65 times. The average
number of breaths per minute with oxygenated water for fish
number 1 was 65. Fish number two pushed water through it gills
87, 58, and 43 times. The average number of breaths per minute
with oxygenated water for fish number 2 was 62.6. The overall
average for both fish in oxygenated water was 63.8.
For the non-oxygenated water, fish number 1 had 92, 96, and 114
breaths in three trials. The average number of breaths per
minute for fish number 1 was 100 breathes. In the trials for
fish number 2, it pushed water through its gills 102, 119, and
106 times. Fish number 2 had an average of 109 breaths per
minute. The overall average for non-oxygenated water was 104.
IV. SUMMARY AND CONCLUSION:
We found out that, for oxygenated water, there was an average
of 63.8 breaths per minute. For the non-oxygenated water,
there was an average of 104.5 breaths per minute. The fish
that were in the non-oxygenated water took more breaths.
Therefore, we accept our hypothesis which stated that healthy
goldfish would breathe more in non-oxygenated water than in
oxygenated water.
V. APPLICATION:
We can apply our information to the real world by telling
government agencies to set aside more money to research the
affects of pollution on the habitat of animals. Pollution can
significantly reduce the amount of dissolved oxygen in water.
Pollution affects underwater animals and their habitat, so we
can try to control the amount of pollution these waters contain
or the animals will suffer ill affects.
TITLE: Nitrate Levels At Stephenson Brook
RESEARCHERS: Erik Rivera, Theresa Lichti, Mike Ritacco, &
Jimmy Doctor
SCHOOL ADDRESS: Isaac E. Young Middle School
New Rochelle, New York 10805
Grade: 8th
Teacher: Mr. Liu
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
Nitrates are plant nutrients. Nitrates come from fertilizers.
The problem with too many nitrates is there is too much algae
bloom. When it dies bacteria levels will rise and use high
levels of oxygen. This process will leave little or no oxygen
for sea animals and sea plants. These tests were taken to
determine if there were large nitrate amounts in Stephenson
Brook.
II. METHODOLOGY:
These tests were taken twice a day to assure accuracy.
Materials used were found in the LaMotte Nitrate Test Kit. The
procedure was conducted as followed: A test tube was filled
with water to the 5 ml. line. Then a Nitrate Tablet # 1 was
added. The test tube was capped and mixed well until the
tablet was disintegrated. Then Nitrate Tablet # 2 was added.
The test tube was capped and mixed well until tablet was
disintegrated. Last, the Nitrate/Nitrogen Octa-Slide was
inserted into the Octa-Slide viewer. The test tube was
inserted into the Octa-Slide viewer. The sample color was
matched to one of the color standards. The results were
multiplied by 4.4 ppm and recorded as ppm. Nitrate/Nitrogen.
III. ANALYSIS OF DATA:
All the test results were 8.8 ppm and below, except for two
tests which were 13.2 ppm on March 7, 1996 and 11 ppm on March
20, 1996. The overall average for March was 5.8 ppm.
IV. SUMMARY AND CONCLUSION:
The data collected showed that levels at Stephenson Brook were
acceptable. Results show that nitrate levels were below New
York D.E.C. standards. The standard is 10 ppm. This means
that it is OK to swim, fish, and boat at Stephenson Brook as
far as nitrates are concerned.
V. APPLICATION:
When nitrates levels are high, it can be deadly for aquatic
animals because plant will over grow the area. Bacteria will
also rise and use all the oxygen. One way people can cut down
on nitrates is to cut down on the amount of fertilizers they
use on their lawns. Another way is to cut down on laundry
detergent when you wash clothes.
TITLE: Chromatography
STUDENT RESEARCHER: Keri Beth Schroeder & Amy Askegren
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 finding
out what different mixtures of primary color dyes make up the
colors of powdered drink mixes. Our first hypothesis states
that the purple powdered drink mix will be composed of the blue
and red primary color pigments. Our second hypothesis states
that the orange powdered drink mix will be composed of red and
yellow primary color pigments. Our third hypothesis states
that red will only have red color pigment. Our last hypothesis
states that the yellow powdered drink mix will have only yellow
color pigment.
II. METHODOLOGY:
First, we chose a topic and wrote a statement of purpose.
Next, we used books and computer databases to find information
on our topic. Then we defined the keywords to make a review of
the literature. After that we developed our hypothesis and
then wrote our methodology.
Next, we compiled a list of materials that was needed to
complete our project. Our materials were grape, orange, fruit
punch, and lemonade powdered drink mixes, water, timer or stop
watch, four plastic cups, filter paper cut into 3 x 15
centimeter strips. Then we created a data collection form to
record our findings. When this was completed, we conducted our
experiment.
Our controlled variables were the amount of liquid in the cups,
the concentration of the drink, the amount of time the filter
paper sat in the liquid, and the size of each strip of filter
paper. Our manipulated variable was the different color of
powdered drink mixes. Our responding variable was primary
colors appearing on the filter strip.
First, we mixed the drinks by mixing 5 milliliters of powdered
drink mix with twenty-five milliliters of water. Second, we
cut the appropriate size (3 x 15cm) of filter paper strips.
Last, we set the strips of filter paper into the drink one
centimeter deep. We left it for five minutes and recorded the
colors that we saw. We did this for all 4 powdered drinks. We
conducted three trials for each color.
Then we wrote our analysis of data to show our findings. Next
we wrote our summary and conclusion. Last, we applied our
findings to the world outside the classroom and submitted or
research to a national research journal for publication.
III. ANALYSIS OF DATA:
Our data showed that the red colored Kool-Aid had only red
color pigments. The orange colored Kool-Aid had red and yellow
color pigments. The purple colored Kool-Aid had red and blue
colored pigments. The yellow colored Kool-Aid had only yellow
color pigments. On the filter strips, for purple Kool-Aid the
red pigment was on bottom of the strip and the blue pigment was
above it. On the orange strips the red pigment was on the
bottom of the strip with the yellow pigment on top. With the
red and yellow Kool-Aids, the filter strip had the solid color
of their powdered drink.
IV. SUMMARY AND CONCLUSION:
In summary, we found that the secondary colors of the drinks
consisted of primary colors and the primary colors consisted of
that primary color.
Therefore we accept all our hypotheses which stated that red
Kool-Aid was made of red color pigment, orange Kool-Aid had
yellow and red color pigments, purple Kool-Aid is made of red
and blue color pigments, and yellow Kool-Aid has yellow color
pigments.
V. APPLICATION:
We can apply our findings to the world outside the classroom by
telling artists what different primary color paints make up
different secondary color paints.
MATH SECTION
TITLE: Does Pi Always Equal 3.14?
STUDENT RESEARCHERS: Graham Rees and Colby Omner
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 mathematical research project to see if
Pi is always equal to 3.14 no matter how big or small the
circle is. Our hypothesis states that Pi will always equal
3.14 no matter what size the circle is.
V. METHODOLOGY:
First, we wrote our statement of purpose and reviewed the
literature on Pi, radius, circles, circumference, diameter, and
ratio. 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 finding ten different sizes of
circular objects that we were going to use. They were a paper
towel roll, a soft drink can top, a CD, a half dollar, a
quarter, a clock, a Pog pad, a garbage can top, a Frisbee, and
a Tupperware container. Then we measured the diameter of the
circles with a ruler. Then we measured the circumference of
the circles by putting a mark on the edge of the circular
object. Then we put another mark on the table where the mark
on the circular object touched the table. Next, we rolled the
circular object until the mark on it touched the table again.
Then we placed a mark on the table where the mark on circular
object had touched the table again. Then we measured the
distance from the first mark on the table to the second mark on
the table. This measurement was the circumference. Next, we
divided the diameter of the circle into the circumference of
the circle to find a value for Pi.
Our manipulated variable was the size of the circles. Our
responding variable was the value of Pi. Our controlled
variables were the way we measured the circles' diameter and
circumference and computed the value of Pi.
There were two sets of data, one from each student researcher.
After we combined our 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:
We found out that a pog's diameter was 27 centimeters and its
circumference was 86 centimeters. When we divided them to see
what their Pi equaled we got 3.19.
The CD's diameter was 11.9 centimeters and its circumference
was 34.5 centimeters. When we divided them to see what their
Pi equaled we got 2.89.
The hair spray can top's diameter was 5.5 centimeters and its
circumference was 19.6 centimeters. When we divided them to
see what their Pi equaled we got 3.38.
The silver dollar's diameter was 3.7 centimeters and its
circumference was 11.5 centimeters. When we divided them to
see what their Pi equaled we got 3.11.
The cup's diameter was 8.8 centimeters and its circumference
was 30 centimeters. When we divided them to see what their Pi
equaled we got 3.40.
The Frisbee's diameter was 22 centimeters and its circumference
was 69 centimeters. When we divided them to see what their Pi
equaled we got 3.40.
The diameter of the Tupperware container was 15.4 centimeters
and its circumference was 47.6 centimeters. When we divided
them to see what their Pi equaled we got 3.09.
The quarter's diameter was 2.7 centimeters and its
circumference was 8.5 centimeters. When we divided them to see
what their Pi equaled we got 3.15.
The soft drink can top's diameter was 5.3 centimeters and its
circumference was 20 centimeters. When we divided them to see
what their Pi equaled we got 3.77.
The diameter of the paper towel roll was 6.7 centimeters and
its circumference was 21.5 centimeters. When we divided them
to see what their Pi equaled we got 3.19.
IV. SUMMARY AND CONCLUSION:
In summary, we got an average of 3.23 for our equivalent of Pi,
but we performed our experiment very crudely. When the
scientists perform these experiments they use very precise
instruments. Therefore, we accept our hypothesis because if we
did this experiment again and used very precise instruments we
would probably come out to an average of 3.14 for Pi.
V. APPLICATION:
We can apply our findings to the world outside the classroom by
telling students to listen to their teachers when they say Pi
is always equal to 3.14. We can also tell students that they
would have to have advanced measuring tools to see if Pi is
always equal to 3.14.
TITLE: The Probability Theory
STUDENT RESEARCHER: Gordon Spring
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 mathematical research project on
probability theory. I want to know if it is true. My
hypothesis states that any number on a die will come up
seventy-five times when the die is thrown four hundred and
fifty times as probability theory predicts.
II. METHODOLOGY:
The first thing I did was decide on a topic and then I wrote a
statement of purpose. Next, I collected and reviewed the
literature on luck, chance, fortune, and probability.
Following that I constructed a hypothesis and developed a
methodology to test my hypothesis. After that I compiled a
list of materials. I then performed my experiment and wrote an
analysis of data, summary and conclusions, and application.
Then I got a cup and a die, placed the die in the cup, and
rolled out the die. I did this four hundred and fifty times,
three sets of one hundred and fifty. Each time I recorded the
outcome of the roll of the die on a piece of paper.
While doing this procedure, I rolled the die the exact same way
each time by shaking the cup three times before rolling the die
and letting it bounce off a wall.
III. ANALYSIS OF DATA:
Out of three trials, the numbers five and six were rolled most
frequently, followed by one, two, four, and three in that
order. One came up 27 times in the first trial, 25 in the
second, and 26 in the third. Two was rolled 22, 29, and 25
times. Three came up 18, 27, and 12 times. Four's outcome was
21, 21, and 26. Five was rolled 29, 26, and 30 times, while
six was rolled 33, 22, and 30 times.
IV. SUMMARY AND CONCLUSION:
The die was rolled 450 times. With all three trials combined,
one was rolled 78 times. Probability theory predicted that the
number one would be rolled 75 times. Two was rolled 76 times.
Probability theory predicted that the number two would be
rolled 75 times. Three was rolled 57 times. Probability
theory predicts that the number three would be rolled 75 times.
Four was rolled 68 times. Probability theory predicts that the
number four would be rolled 75 times. Five was rolled 85
times. Probability theory predicts that the number five would
be rolled 75 times. Six was rolled 85 times also. Probability
theory predicts that the number six would be rolled 75 times.
Because of the small number of times I performed my experiment,
I rejected my hypothesis which states that any number on a die
will come up seventy-five times when a die is thrown four
hundred and fifty times as probability theory predicts. I
believe that if I performed this experiment many more times I
would be able to accept my hypothesis because the observed
values would better approximate those predicted by probability
theory.
V. APPLICATION:
I will apply my findings to the world outside the classroom by
using my new knowledge about probability theory to increase my
chances of winning a game with dice.
CONSUMERISM SECTION
Title: Which Tennis Ball Bounces Highest?
Student Researcher: Nidhip A. Patel
School Address: Hillside Middle School
1941 Alamo
Kalamazoo, Michigan 49007
Grade: 7
Teacher: Barbara A. Minar
I. Statement of Purpose and Hypothesis:
I wanted to find out which of the tennis balls I tested would
bounce the highest. My hypothesis stated that if I compared
the Wilson, Spalding, and Penn brand tennis balls, the Wilson
would bounce the highest.
II. Methodology:
The materials I used were three Spalding tennis balls, three
Wilson tennis balls, three Penn tennis balls, measuring tape,
scotch tape, a pencil, and paper.
The procedures used were: 1) I bought all materials listed. 2)
I taped the measuring tape to a wall which had a concrete floor
beneath it. 3) I measured the six foot line and marked it. 4)
I opened the cans of tennis balls. 5) I made sure all of the
tennis balls were the same regulation size and weight. 6) I
set up a data chart so I could fill all the data in. 7) I took
one tennis ball and noted the brand. 8) I placed the bottom of
the ball on the six foot mark. 9) I had someone kneel down so
he could measure the height of the balls' bounced. 10) I
dropped the tennis ball using no force at all and my partner
measured where the ball reached its highest peak after it
bounced up. 11) I tried this with all nine balls. I made sure
to note each brand on a chart.
III. Analysis of Data:
Type Trial 1 Trial 2 Trial 3 Avg.
Penn 43 (in.) 43 41 42.33
Spalding 41 43 45 43
Wilson 43 44 44 43.67
The Penn tennis balls bounced an average of 42.33 inches. The
Spalding tennis balls bounced an average of 43 inches. The
Wilson tennis balls bounced an average of 43.67 inches.
IV. Summary and Conclusion:
I accepted my hypothesis. Wilson's average was the best. I
was wrong by stating that the Penn ball would bounce higher
than Spalding. I think this experiment could be made more fair
by using a video camera instead of the human eye to measure the
height the ball bounced. What I still need to find out is the
durability of each tennis ball.
V. Application:
What I have learned helped me to know which tennis balls to
buy. The professionals already use Wilson tennis balls the
most, so I really didn't need to test all the Wilson balls
because I'm sure the pros tested all of the brands of tennis
balls already. I tested the balls just to see if the pros were
right.
TITLE: Vitamin C Testing
STUDENT RESEARCHERS: Meghan DePatsy and Caitlin Shaw
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 juice had the most Vitamin C. Our
hypothesis stated that Tropicana Pure Premium Orange Juice will
have the most Vitamin C.
II. METHODOLOGY:
First, we wrote our purpose and then reviewed the literature.
We then developed our hypothesis. Next, we began our
experiment and tested the juices. The materials we used were:
the three juices (Tropicana Pure Premium Orange Juice, Ocean
Spray Grape Juice, and Ruby Red Grapefruit Juice), 2 medicine
droppers, indolphenol (a blue indicator solution), two
graduated cylinders, two styrofoam cups, and a waste bucket.
We did our experiment by putting 10 ml of water in one
graduated cylinder and 10 ml of indolphenol in another
graduated cylinder. We then poured each into two different
styrofoam cups. Next, we used two eye droppers to add juice to
the water and indolphenol one drop at a time, stirring the
mixture after each drop, until the water and indolphenol were
the same color ( a cloudy, translucent color). Indolphenol
turns from blue to pink to clear as it shows the presence of
Vitamin C. We tested pure Vitamin C first to use as our
control. 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 real world.
III. ANALYSIS OF DATA:
While doing this experiment we found out that pure Vitamin C
took one drop to change indolphenol to clear. Ocean Spray
Grape took four drops, Ruby Red took fourteen drops, and
Tropicana Pure Premium took twelve drops to change indolphenol
to clear. The more drops it took the less Vitamin C.
IV. SUMMARY AND CONCLUSION:
Ocean Spray Grape Juice had more Vitamin C than Ruby Red and
Tropicana Pure Premium. Therefore, we rejected our hypothesis
which stated that Tropicana Pure Premium Orange Juice will have
the most Vitamin C.
V. APPLICATION:
We could use this information in the real world to inform
people who are looking for high Vitamin C in a juice that Ocean
Spray Grape Juice has the most Vitamin C out of the juices we
tested.
© 1996 John I. Swang, Ph.D.