The National Student Research Center
E-Journal of Student Research: Multi-Disciplinary
Volume 5, Number 1, November, 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
Science:
- The Effect Of Different Light
Intensities On Plant Growth
- The Effect of Imagery On Memory
- The Effect Of Different Solids
On The Evaporation Process
- The Effect Of Different Colored
Light On Plant Growth
- Plants & Water
- The Effect of Sunlight on How
Much a Cricket Will Drink
Math:
- Does The Formula For Finding
The Area Of A Trapezoid Work?
- Euler's Formula
Social Studies:
- What Students Know And Feel
About Terrorism
- What Do Students Think About
Extra Terrestrials?
SCIENCE SECTION
TITLE: The Effect of Different Light Intensities on Plant
Growth
STUDENT RESEARCHER: Erin Phillips, Karla Hardberger, and Amber
Langlanias
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to find out if different wattages of artificial light
will affect the growth of plants. Our hypothesis states that
the plants growing under the 100 watt light bulb will grow
taller than the plants growing under the 25 watt and 40 watt
light bulbs.
II. METHODOLOGY:
First, we wrote our statement of purpose and review of
literature on plants, light, and photosynthesis. Then we
developed our hypothesis. Next, we gathered the materials for
our experiment. Then we put one lamp with the 40 watt bulb on
one side of the room and the one with the 100 watt bulb on the
other side. Then we watered the plants with 1/4 cup of water.
We watered the plants daily. We also gave the plants 10 to 12
hours of light a day. Each day we measured the height of our
plants and recorded our data for ten days. We simultaneously
conducted this research in three different rooms. One room had
a 25 watt bulb instead of a 40 watt bulb.
Next, we compiled the data from all three student researchers.
Then we conducted our analysis of data, and wrote our summary
and conclusion. Finally, we applied our findings to the world
outside of the classroom.
III. ANALYSIS OF DATA:
In trial 1 of our experiment, the plants did not sprout until
the fourth day. The 40 watt plants grew to an average height
of 4.65 centimeters. The 100 watt plants grew to an average
height of 5.19 centimeters.
In trial 2 of our experiment, the plants did not sprout until
the third day. The 40 watt plants grew to an average height of
19.12 centimeters. The 100 watt plants grew to an average
height of 20.34 centimeters.
In trial 3 of our experiment, the plants did not sprout until
the third day. The 25 watt plants grew to an average height of
17.00 centimeters. The 100 watt plants grew to an average
height of 15.50 centimeters.
The average height of the plants growing under the lower
wattage light bulbs was 13.59 cm. The average height of the
plants growing under the higher wattage light bulbs was 13.68
cm. There is no significant difference in the average height
of the two groups of plants.
IV. SUMMARY AND CONCLUSION:
In our experiment, the results have shown that, over the two
weeks, the plants growing under the lower and higher wattage
light bulbs were practically the same height . Therefore, we
can reject our hypothesis which stated that the plants growing
under the 100 watt light bulb will grow taller than the plants
growing under the 25 watt and 40 watt light bulbs.
V. APPLICATION:
Our findings could be very helpful in the future. When
scientists need to grow their plants indoors, they could
consult this kind of information and use the proper wattage of
artificial lighting to provide the best possible growing
condition for the agriculture for our country.
TITLE: The Effect of Imagery on Memory
STUDENT RESEARCHER: Kaitlin Parks
SCHOOL ADDRESS: Fox Lane Middle School
Bedford, New York 10506
GRADE: 6
TEACHER: Ms. Russo
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to know what effect imagery has on memory? My
hypothesis states that imagery will enhance memory and the
recall of non-related words.
II. METHODOLOGY:
Two lists were constructed each containing ten pairs of non-
related words. Twenty subjects were tested individually. They
were told that a list of ten pairs of words would be read to
them and that they would be quizzed after the reading of the
list. They would be given one word of the pair and asked to
remember the other word. After they were asked to recall the
words in the first list, they were given another list. The
instructions for this list were to picture the two words in a
mental image in which they were somehow connected. An example
was given: If you were given the word chair and hat, you would
visualize a hat sitting on a chair. The visualization of the
interaction between the pair of words is the variable that we
testing. That is what is different in each trial. After the
instructions they were read the second list. They were then
tested by once again giving only one word of the pair. The
answers to both lists were recorded. The answers were scored
on individual answer sheets by adding up the number that were
correct on each list. The subjects were instructed not to tell
anyone of the procedure.
III. ANALYSIS OF DATA:
Three subjects had the same score on trial one & two. Four
subjects had a higher score on the first trial. Thirteen
subjects had a higher score on the second trial with
visualization. The total number of correct items from all
subjects on list one was 119. The total number of correct
words from all subjects on list two was 160.
IV. SUMMARY AND CONCLUSION:
Subjects were able to recall more words from the second list
where they were given mental imagery instructions. Mental
imagery significantly helps memory recall. When people are
able to make a picture in their mind to connect the words
together it is easier to remember those words. This may be
because this is one way of unifying the information and forming
a "chunk" in memory . That way when you are given one part of
the "chunk" you remember the other one because it is stored
together. Unrelated words are very difficult to remember.
Visualizing a relationship between words is a good way to
improve your ability to remember those words.
V. APPLICATION:
This can be used as an aid in remembering. If you must
remember a list of words, you could "chunk" some of them
together in the form of a visual picture. Anytime the recall
of unrelated words is needed this mnemonic would help. It also
lends itself to the hypothesis that even with related words or
information, the ability to remember would be enhanced with
visualization.
TITLE: The Effects Of Different Solids On The Evaporation
Process
STUDENT RESEARCHER: Sarah Politz
SCHOOL: Dawson School
Holden, MA
(Wayne_Boiselle@mail.wachusett-rhs.wrsd.k12.ma.us)
GRADE: 5
TEACHER: Wayne A. Boisselle, M. Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to find out how salt, baking soda, and soap will change
the rate of evaporation of 10 ml of water. My hypothesis
states that plain tap water will evaporate at the quickest
rate.
II. METHODOLOGY:
First, I wrote my statement of purpose. Then I wrote my
literature review. From the information in the literature
review, I developed my hypothesis. Then I was ready to start
my experiment. Before starting my experiment, I developed a
data collection sheet. My materials consisted of 2 ml of salt,
2 ml of baking soda, 2 ml of soap, 40 ml of tap water, 4 cups,
a graduated cylinder, a 2 ml measuring spoon, and a water-proof
marker. First, I measured 10 ml of water into each of the 4
cups. Then I measured 2 ml of each solid into each of 3 cups
and labeled the cup according to the solid. The cup with just
water was my control. I compared all my results to this cup.
I left my cups on a dry table out of the sun. I wrote down the
time. When all of the water evaporated from the cup (including
all moisture), I wrote down the time for that cup on my data
collection sheet. I did 2 trials of my experiment. When my
experiment was done, I wrote my analysis of data. Then I wrote
my summary and conclusion, making comparisons and accepting or
rejecting my hypothesis. Lastly, I wrote my application and
bibliography.
III. ANALYSIS OF DATA:
My data shows that during the first trial, my control lasted
147 hrs. 50 min., the soap lasted 166 hrs. 40 min., the baking
soda lasted 192 hrs., and the salt lasted 300 hrs. During the
second trial, my control lasted 147 hrs. 24 min., the soap
lasted 172 hrs. 30 min., the baking soda lasted 172 hrs. 30
min., and the salt lasted for 288 hrs. My data also shows that
the plain water took an average of 147 hrs. 37 min. to
evaporate. The water with soap took an average of 169 hrs. 35
min. to evaporate. The water with baking soda took an average
of 182 hrs. 30 min. to evaorate. And the water with salt took
an average of 294 hrs. to evaporate.
IV. SUMMARY AND CONCLUSION:
My data shows that the control evaporated at the quickest rate.
The soap was the next quickest. In third place, was the baking
soda. The cup with the slowest evaporation rate was the salt.
Therefore, I accept my hypothesis which stated that the water
(control) would evaporate at the quickest rate.
V. APPLICATION:
My project could be applied to the real world by informing
people that salt will greatly reduce water evaporation. Salt
could be used in a freezer to prevent freezer burn.
TITLE: The Effect Of Different Colored Light On Plants
STUDENT RESEARCHERS: Carolyn Auld and Dominique Theriot
SCHOOL ADDRESS: Academy of the Sacred Heart
1821 Academy Rd.
Grand Coteau, La 70541
(castille@ash10.net-connect.net)
GRADE: 11
TEACHER: Anne Castille
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to find out how different colors of light effect
plant growth. The hypothesis of our project stated that
different colors of light will effect the growth of plants
differently.
II. METHODOLOGY:
In Mid-January, in four cans, we planted cherry belle radishes.
Each can was given two cups of potting soil and four seeds.
Six holes were punched around each can one inch from the top,
so that air was able to circulate. They were kept indoors
near a window which received full sunlight. Every two days
they were given 1/4 cup of water. Once they began to sprout,
we covered the cans with cellophane. Each can had a different
color of cellophane (red, blue, green, and clear). We
continued to water and rotate the plants. Our experiment lasted
one month during which time we recorded our progress until we
got a final outcome.
III. ANALYSIS OF DATA:
The results of our experiment were that even though all the
plants were healthy, there were differences among them. The
tallest radish plant was the one covered with blue cellophane
at 17 1/2 cm. The second tallest plant was the red-covered one
at 16 1/2 cm. The full-sunlight one came in third at 15 cm.
The green plant grew to 14 cm. The plant which had the most
foliage was the full-light plant with 9 leaves. The blue plant
had 8, the red 6, and the green 6.
IV. SUMMARY AND CONCLUSION:
Our hypothesis was accepted, different colors of light will
affect plant growth differently. Blue light enabled the plants
to grow tallest, while green light caused the least growth.
The abundance of foliage was also affected by the color of the
light that the plants were exposed to. Full color light and
blue light caused the formation of more leaves on the plants.
V. APPLICATION:
From our research, we were able to observe plants and use what
we already knew about their growth to perform an experiment
comparing the growth of plants exposed to full-sunlight and
various colored lights. From the experiment we learned that,
in fact, colored light does effect the growth of plants. Our
experiment could be expanded on to create enhanced technology
to help the plants of today grow better.
TITLE: Plants & Water
STUDENT RESEARCHERS: Teresa Panek, Joey Goodrich, Tucker
Culpeppeter, Emily Hart, Billy Hildreth, Paul Campbell, Amber
George, Peter Radoja, DJ Fergus, Amy Linton
SCHOOL: Enfield Elementary School
20 Enfield Main Road
Ithaca, N.Y. 14850
(e-mail: afox@lakenet.org)
GRADE: 2
TEACHERS: Mrs. Sweet & Mrs. Leahy
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to see if a plant could grow under 3 different
conditions: 1) no water, 2) just the right amount of water, and
3) too much water.
II. METHODOLOGY:
We planted all of the plants in the same soil and pots. One
plant had no water, one had too much water, and one had just
the right amount of water.
III. ANALYSIS OF DATA:
The plant with "no water" curled up and turned yellow. It
later died. The plant with "too much water" turned yellow
first and then died. The plant with "just the right amount of
water" was green and lived.
IV. SUMMARY AND CONCLUSION:
The plants with just the right amount of water grew and lived.
V. APPLICATION:
Plants need to be watered when they are dry, but not given too
much water.
TITLE: The Effect of Sunlight on How Much a Cricket Will Drink
STUDENT RESEARCHER: Wesley Sullivan
SCHOOL ADDRESS: Great Falls Middle School
Montague, MA 01351
(jkenney@k12s.phast.umass.edu)
GRADE: 7
TEACHER: Mr. Kenney
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to do a research project to find out if a cricket's
thirst was affected by light. My hypothesis stated that the
crickets exposed to the greatest amount of light would drink
the most.
II. METHODOLOGY:
I started by gathering the following materials; three plastic
cages, six medicine caps, one eye dropper, one apple, one egg
carton, water, 45 crickets, one small weight, and a digital
scale. Then I prepared each cage by putting part of the apple
and the egg carton in each cage. Then I filled each cap to the
ounce mark and put one on the inside and outside of each cage.
I placed the cages where they would get 12, 6, and 0 hours of
light. Each night for two days I measured the weight of each
water cup. Then I subtracted the weight of the outside cup
from the inside one to determine how much water the crickets
drank. To finish off, I divided each answer by fifteen which
is the number of crickets in each cage.
III. ANALYSIS OF DATA:
I found that on day one, the crickets living in 12 hours of
light drank .03 ounces of water, crickets living in 6 hours of
light drank .016 ounces of water, and crickets living in 0
hours of light drank .008 ounces of water each. On day 2,
crickets living in 12 hours of light drank .026 ounces,
crickets living in 6 hours of light drank .02 ounces, and
crickets living in 0 hours of light drank .008 ounces of water
each.
IV. SUMMARY AND CONCLUSION:
The crickets living in 12 hours of sunlight each day drank the
most, therefore I accepted my hypothesis which stated that
crickets exposed to the most amount of light would drink the
most.
V. APPLICATION:
Now that I know that living things exposed to more sunlight
drink more. I know to stay out of the sun during a drought.
MATH SECTION
TITLE: Does The Formula For Finding The Area Of A Trapezoid
Work?
STUDENT RESEARCHER: Paul O'Meallie and Brian Ryals
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 to see if the
formula for finding the area of a trapezoid is correct. The
formula states that, if you add the length of base one plus the
length of base two of a trapezoid and multiply this sum by the
height of the trapezoid and then divide the product by two, you
will get the area of a trapezoid. Our hypothesis states that
you can calculate the area of a trapezoid by adding the length
of base one plus the length of base two and multiplying this
sum by the height and then dividing the product by two.
II. METHODOLOGY:
First, we wrote our statement of purpose. Next, we reviewed
the literature on area, height, bases, and trapezoids. We then
wrote our review of the literature. From our review of the
literature, we developed our hypothesis. Next, we gathered our
materials. After that we cut out a trapezoid. Next we labeled
the bases and height. Then we calculated the area of the
trapezoid using the formula for finding the area of a trapezoid
([(base 1 + base 2) x height ] / 2). After that we recorded
our data on a data collection sheet. Next, we cut out a
trapezoid that was identical to the previous one. Then we fit
the sides of the two trapezoid together and taped them to make
a parallelogram. Next, we cut the parallelogram exactly down
the center from base to base. We then took the two halves and
taped the opposite sides from the perpendicular cut to form a
rectangle. After that we taped a square centimeter paper grid
on the rectangle. We then counted the square centimeters and
recorded this measurement of area on our data collection sheet.
We analyzed the data by comparing the area we obtained from the
formula to the area we counted on the square centimeter grid.
The area counted from the grid should be double the area we
determined from the formula. We then conducted the same
experiment with 5 different size trapezoids. Finally, we wrote
our summary and conclusion and then applied our findings to the
world outside the classroom.
III. ANALYSIS OF DATA:
For trapezoid # 1, the area using the formula was 170 cm2. The
area using the square centimeter grid paper was 167.5 cm2.
There was a difference of 2.5 cm2. For trapezoids numbers 2
through 6 the area was exactly the same for both the formula
and the square centimeter grid method.
IV. SUMMARY AND CONCLUSION:
For one of the six trapezoids, there was a difference of 2.5
cm2 between the area found by using the formula method and the
area calculated by using the square centimeter grid method.
This may have been due to the inaccuracy of cutting the
trapezoid or taping the paper grid on the trapezoid. For the
other five trapezoids, the area was exactly the same for both
the formula and the square centimeter grid method. Therefore
we accept our hypothesis that stated you can calculate the area
of a trapezoid by adding the length of base one plus the length
of base two and multiplying this sum by the height and then
dividing the product by two.
V. APPLICATION:
Many shapes we encounter in our everyday lives are trapezoids.
When we need to paint a portion of a wall that is shaped like a
trapezoid or put shingles on a side of a roof shaped like a
trapezoid we need to know the formula for finding the area of a
trapezoid. Using the formula, we can determine the amount of
paint or shingles we need.
TITLE: Euler's Formula
STUDENT RESEARCHER: Tom Cleveland and Rob Krieger
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 Euler's
Formula. We would like to see if the formula; faces plus
vertices equals two plus edges, is true. We will study ten
different polyhedrons to do this. Our hypothesis states that
Euler's formula will be correct with polyhedrons.
II. METHODOLOGY:
First, we wrote our statement of purpose. Next, we reviewed our
literature on faces, vertices, edges, geometry, Euler's
Formula, Leonhard Euler, and polyhedrons. After that we wrote
our hypothesis. Then we wrote our methodology and listed our
materials needed to conduct our experiment. Next we
constructed an observation and data collection sheet. After
that we began our experiment. In our experiment, we first
found ten complex polyhedrons such as a Christmas tree star.
Then we each took five polyhedrons and counted their faces and
vertices. Next, we used Euler's Formula to find how many edges
the polyhedron had. Then we counted how many edges there
actually were. After our experiment, we recorded our data on
our observation and data collection sheet and analyzed it. We
compared the number of edges for each polyhedron as predicted
by Euler's Formula with the number of edges we actually
counted. Then we wrote our summary and conclusion. Finally,
we wrote our application and applied our findings to the world
outside of the classroom.
III. ANALYSIS OF DATA:
Our first polyhedron had ten faces and sixteen vertices.
Euler's Formula predicted that it would have twenty-four edges
and it did have twenty-four edges. Our second polyhedron had
nine faces and nine vertices. Euler's Formula predicted that
it would have sixteen edges and it did have sixteen edges. Our
third polyhedron had eighteen faces and thirty-two vertices.
Euler's Formula predicted that it would have forty-eight edges
and it did have forty-eight edges. Our fourth polyhedron had
eleven faces and fourteen vertices. Euler's Formula predicted
that it would have twenty-three edges and it did have twenty-
three edges. Our fifth polyhedron had six faces and eight
vertices. Euler's Formula predicted that it would have twelve
edges and it did have twelve edges. Our sixth polyhedron had
seven faces and ten vertices. Euler's Formula predicted that
it would have fifteen edges and it did have fifteen edges. Our
seventh polyhedron had five faces and six vertices. Euler's
Formula predicted that it would have nine edges and it did have
nine edges. Our eighth polyhedron had seven faces and seven
vertices. Euler's Formula predicted that it would have twelve
edges and it did have twelve edges. Our ninth polyhedron had
eight faces and eight vertices. Euler's Formula predicted that
it would have fourteen edges and it did have fourteen edges.
Finally, our tenth polyhedron had twenty-four faces and
fourteen vertices. Euler's Formula predicted that it would
have thirty-six edges and it did have thirty-six edges.
IV. SUMMARY AND CONCLUSION:
Euler's Formula was correct with all the polyhedrons. We
therefore accept our hypothesis which states that Euler's
Formula will be correct with all polyhedrons.
V. APPLICATION:
Our experiment is even more proof that Euler's formula is
definitely correct. People can now rely on it more.
SOCIAL STUDIES SECTION
TITLE: What Students Know And Feel About Terrorism
STUDENT RESEARCHER: Parker Auld and Paul O'Meallie
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 terrorism. Our hypothesis states
that the majority of the students surveyed worry that they
could become a victim of a terrorist act.
II. METHODOLOGY:
First, we choose our topic. Then we wrote our statement of
purpose. Next, we reviewed the literature about terrorism,
terrorist groups, and countries that support terrorism. We
then wrote the review of literature. From our review of
literature, we developed our hypothesis. Next, we developed
our questionnaire. We then passed out our questionnaire to 12
randomly chosen sixth grade students at M.M.S. and then put the
questionnaire out on the Internet to students around the world.
We then scored our survey when they were returned. Next, we
analyzed our data, rejected or accepted our hypothesis, and
wrote our summary and conclusion. Finally, we applied our data
to the world outside the classroom.
III. ANALYSIS OF DATA:
Fifty-two students responded to our survey from New York,
Kansas, Massachusetts, Louisiana, Canada, Israel, and Japan in
grades seven through nine. A majority of 58% of the students
who responded to our questionnaire knew that there were about
35 major terrorist groups world wide. A majority of 84% of the
students surveyed agreed that they worry about an act of
terrorism happening near me in public places. A majority of
88% of the students surveyed agreed that terrorism is a problem
throughout the world. A majority of 53% of the students
surveyed did not think that terrorism is a problem in their
community. A majority of 68% of the students surveyed did not
think that a person who uses terrorism to fight for his or her
country should be considered a hero. A majority of 95% of the
students surveyed agreed that the laws for punishing convicted
terrorist are not tough enough. A majority of 65% of the
students surveyed knew that there were more acts of terrorism
in the Middle East than in Central & South America, North
America, or Europe. A majority of 96% of the students surveyed
said they have never been a victim of terrorism. A majority of
51% of the students surveyed knew that terrorism is the threat
of violence to create fear or panic for a political reason. A
majority of 71% the students surveyed knew that the
International Terrorist Network was started in 1968. A
majority of 67% of the students didn't know that there have
been approximately 200 major acts of terrorism in the world
since 1968. A majority of 96% of the students surveyed thought
that they would most likely be a victim of terrorism on a busy
city street, a subway, an airport, or government building. A
majority of 81% of the students surveyed responded that 5 or
more acts of terrorism have occurred in their country. A
majority of 64% of the students surveyed had not been taught
what to do in case they encounter a terrorist attack. A
majority of 94% of the students surveyed agreed that they would
rather stand in a long security lines at public events to
insure their safety rather than go through little or no
security procedures before entering. A majority of 82% of the
students surveyed did not think we should have to give up our
civil or human rights to be safe from terrorism. A majority of
52% of the students surveyed did not think that terrorist
acquire funds from national governments around the world. A
majority of 64% of the students surveyed did not think that we
should increase taxes to help pay for efforts to stop
terrorists. A majority of 89% of the students surveyed
responded that there are terrorist organizations in their
country.
IV. SUMMARY AND CONCLUSION:
Terrorism is of major concern to students around the world,
from Israel to Japan, from Canada to the United States.
Eighty-four percent of the students responding to our survey
agreed that they worry about an act of terrorism happening near
them in public places. Based on this information, we accept
our hypothesis that states that the majority of the students
surveyed worry that they could become a victim of terrorism.
Although most of the students were afraid of being a victim of
terrorism, they were not highly informed about terrorism
because half of their responses to the factual questions on our
questionnaire were answered incorrectly.
V. APPLICATION:
Based on our questionnaire, students should be taught a lot
more about terrorism because 84% of the students surveyed
worried about terrorism, but only half of the responses to the
factual questions on our questionnaire were answered correctly.
Terrorism is a big problem and students should be taught more
about the subject, especially about how to protect themselves
from a terrorist act.
TITLE: What Do Students Think About Extra Terrestrials?
STUDENT RESEARCHER: Rob Krieger & Jamey Shaw
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 how much
students think about the possibility of extra terrestrial Life.
Our hypothesis states that a majority of students will think
that extra terrestrials have visited the earth.
II. METHODOLOGY:
First, we wrote our statement of purpose. Then we reviewed our
literature on the planets, the search for extra terrestrial
intelligence, aliens, abductions, UFOs, and the Mars rocks.
Then we developed our hypothesis. Then we developed a
questionnaire and randomly gave it out to 13 students at
Mandeville Middle School. Then we put it out on the Internet
to students around the world. When the questionnaires were
returned we scored them and recorded our data on a data
collection sheet. Then we analyze our data. Next, we wrote
our summary and conclusion. Finally, we will applied our
findings to the world.
III. ANALYSIS OF DATA:
Eighty-seven students answered our questionnaire. They were
from Texas, New York, Wisconsin, Massachusetts, Louisiana, and
Canada. They studied in grades five through eight. Half the
students that responded to our questionnaire believed that
extra terrestrials have visited the earth, the other half said
that extra terrestrials haven't. A majority of 53% of the
students agreed that U.F.O. sightings can be scientifically
explained and are not space crafts from outer space. A
majority of 76% of the students said that they haven't ever
seen a U.F.O. A majority of 57% of the students believed that
people have been abducted by extra terrestrials. A majority of
74% of the students said that they don't think that extra
terrestrials helped build the Great Pyramids in Egypt. A
majority of 83% of the students believed that there is extra
terrestrial life on another planet beyond our solar system. A
majority of 62% of the students believed that, if there are
extra terrestrials, that they are more advanced than us. A
majority of 68% of the students said that the government has a
top secret program to study extra terrestrials. A majority of
65% of the students knew that scientist have found 12 rocks
thought to be from Mars. A majority of 83% of the students
knew that scientist have found evidence that water once existed
on Mars. A majority of 72% of the students knew that the
Apollo 13 crew did not see a U.F.O. in outer space during their
flight to the moon. A majority of 89% of the students knew
that planets orbiting distant stars are now being discovered.
A majority of 71% of the students did not think that scientist
have found a space craft with an alien in it. A majority of
69% of the students agreed that the government is hiding
information about extra terrestrials and U.F.O.'s. A majority
of 52% of the students thought that crop circles were created
by extra terrestrials. A majority of 56% of the students
thought that the alien face seen on Mars was created by extra
terrestrials. A majority of 69% of the students agreed that
the recently discovered Mars Rock had fossilized bacteria from
Mars inside of it. A majority of 82% of the students thought
that recently discovered planets orbiting near by stars could
have life on them.
IX. SUMMARY AND CONCLUSION:
The majority of the students knew about the Mars Rocks, extra
solar planets, and the possibility of extra solar life. The
majority of the students did not believe that extra
terrestrials visited the earth or that U.F.O.'s are space
crafts. A majority did not think that extra terrestrials
helped the Egyptians build the pyramids or that the government
have found an extra terrestrial space craft with a being inside
it. A majority of students did believe that the government has
a top secret project to study extra terrestrials. A majority
thought that extra terrestrials have something to do with crop
circles and that the face on Mars could have been built by
extra terrestrials.
Half of the students who answered our questionnaire said that
they did believe that extra terrestrials life has visited the
earth and the other half said they didn't. Therefore we reject
our hypothesis which stated that the majority would believe
that extra terrestrials life has visited the earth.
X. APPLICATION:
Our project can help students that want to know more about
extra terrestrials and what citizens believe about extra
terrestrials. Our findings indicate that the belief in extra
terrestrials is not as widely held as one is lead to believe by
the mass media.
© 1996 John I. Swang, Ph.D.