The National Student Research Center
E-Journal of Student Research: Multi-Disciplinary
Volume 5, Number 3, March, 1997
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 Investigation of Silver
Aggregate Growth
- Does The Temperature Of A Battery
Affect Its Life?
- The Effect Of Engine Thrust
On The Altitude Of Model Rockets
- Liesegang Ring-O-Rama
- Comparing Fourth Graders' Body
Measurements
- The Effect Of Headband Material
On The Absorption Of Sweat
- Ink Blot Tests
Math:
- Does Pi Really Work?
Social Studies:
- What Students Know and Feel
About World Population Growth
- What Students Know and Feel
About the AIDS Epidemic and the HIV Virus
SCIENCE SECTION
TITLE: The Investigation of Silver Aggregate Growth
STUDENT RESEARCHERS: Chris Herrick, Lindsey Livermore, Eric
Rosen
SCHOOL ADDRESS: Belmont High School
221 Concord Ave.
Belmont, MA 02178
GRADE: 12
TEACHER: Paul Hickman- namkcihp@aol.com
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
The goal of our project was to find out what will happen when
we grow silver aggregates at different concentrations and
potential difference. We want to examine the effect that
concentration and potential difference have on the fractal
dimension of the aggregates. We believe that as the
concentration increases the fractal dimension will decrease.
We also believe that as the potential difference goes up the
fractal dimension will decrease. When we first tested zinc
aggregates, the fractal dimension decreased when the potential
difference increased, so we expect the silver to behave
likewise.
II. METHODOLOGY:
To test our hypothesis we grew six different aggregates. One
aggregate each at 2M-15V, 2M-8V, 1M-10V, 1M-5V, .5M-10V, and
.5M-5V. Using Applescan we scanned the image of the aggregates
onto the computer. We then got the fractal dimension of the
aggregates using Fractal Dimension 5.1.
To make the different concentrations we mixed three different
amounts of silver nitrate (AgNO3) with water, to form three
Mities (2M, 1M, .5M). In total, we used 17 grams of silver
nitrate to make the solution.
Materials
loop of copper wire
10mL of AgNO3 solution at each concentration
one inch of solid silver wire
ammeter
voltmeter
four clamps
DC power supply
four clip leads
two plastic plates with a small hole in the middle
We squirted about 10-12 mL of the silver nitrate solution onto
the plastic plate and surrounded it with the copper anode. We
clamped another plastic plate on top of the solution. We then
stuck a small piece of silver wire through the two plates to
complete the apparatus. We then hooked the apparatus up to the
voltmeter, ampmeter, and power supply. (Note: We put clear
scotch tape underneath the bottom plate so that the solution
did not leak out, however frequently we encountered troublesome
air bubbles. We later removed the tape in order to scan the
aggregate.)
There were two variables. The first one was the potential
difference. We alternated the potential difference between 5V
and 10V. At first, we tried 8V and 15V, but we believe that
the water at 15V decomposes into hydrogen and oxygen, so we
changed the voltage to 5V and 10V.
We turned the power supply on and let the aggregate grow until
the aggregate reached about one centimeter from the copper
anode.
We then scanned the aggregates onto the computer using Apple
Scan and cleaned up the aggregates using the program Image
1.44. Finally, we measured the fractal dimension of the
aggregates using the program Fractal Dimension 5.1.
III. ANALYSIS OF DATA:
Aggregate growth is a process by which positively charged
silver ions in solution migrate towards the negative electrode
(copper) and plate out. The data indicated that, as the
concentration increased, there was a slight, but not a very
significant, change in the fractal dimension of the aggregate.
As the concentration increased, the fractal dimension slightly
decreased. We noticed that the higher the concentration the
faster the aggregate grew. At 2M, the aggregates grew to full
size in less than a minute, while at .5M, the aggregates took
nearly fifteen minutes to grow. The factor that produced the
largest change in results was the potential difference. When
we grew the fractals at a higher potential difference, the
fractal dimension increased. This goes against our hypothesis
which stated that we expected our fractal dimension to decrease
when the potential difference increased. One note, we believe
the circle results are far more accurate when we are dealing
with an almost two dimensional object. The box method is used
more for linear objects such as lightning, while the circle
method is more accepted for increased dimensions.
IV. SUMMARY AND CONCLUSION:
We rejected our hypothesis. When we grew the fractals at a
higher potential difference, the fractal dimension increased.
As the concentration increased, the fractal dimension slightly
decreased. We noticed that the higher the concentration the
faster the aggregate grew. In conclusion, we were surprised
that the potential difference had such a dramatic effect on
aggregate growth, because from our previous experiences we
figured that the concentration would be more important.
V. APPLICATION:
Aggregates are fractilian objects and not Euclidean shapes.
Fractal forms lurk in nearly every aspect of nature from stars
to the human lung. Aggregates are generated in sedimentation,
flocculation, and aggregation of colloids, aerosols, and dust.
Also the laboratory grown fractals are very important in the
field of battery technology.
Our research has explored the interaction between silver and
copper. We realize from this, and it is very applicable in the
future, that what may be true for one substance like zinc is
entirely different from another metal like silver.
Title: Does The Temperature Of A Battery Affect Its Life?
Student Researcher: Sowmya Krishnamurthy
School Address: Hillside Middle School
1941 Alamo
Kalamazoo, Michigan 49007
Grade: Seventh
Teacher: Barbara A. Minar
I. Statement of Purpose and Hypothesis:
I wanted to see if temperature of a battery would affect its
life. My hypothesis stated that, if I place batteries in
different locations; the freezer, the refrigerator and at room
temperature, then the batteries stored in the refrigerator will
last the longest.
II. Methodology:
To test my hypothesis I needed a flashlight, one watch, six
batteries, and three Ziploc bags. First, I took all six
batteries and placed two of them in each of three Ziploc bags.
Then I put bag A in the freezer at 0 degrees Celsius. I left
the bag in the freezer for 24 hours. Then I took the batteries
out of the freezer and placed them in the flashlight. Next, I
turned the flashlight "ON" and recorded the time. I left the
flashlight "ON" and checked it every 30 minutes. When the
flashlight went out, I recorded the time. Then I subtracted
the time when I started the flashlight from the time when the
light went out. This difference showed me how long the
batteries lasted. I recorded that on my data chart. I
repeated the above steps with batteries placed in the
refrigerator at 4 degrees Celsius. I repeated the steps with
batteries stored at room temperature which was about 20 degrees
Celsius.
III. Analysis of Data:
My results showed that the batteries placed in the freezer
lasted 693 minutes. Batteries stored in the refrigerator
lasted 726 minutes. Batteries stored in room temperature
lasted 610 minutes.
IV. Summary and Conclusion:
When a set of batteries is placed in the refrigerator at 4
degrees Celsius they last longer than batteries placed in the
freezer at 0 degrees Celsius or at room temperature of 20
degrees Celsius. Therefore, I accepted my hypothesis which
stated that batteries stored in the refrigerator will last the
longest.
V. Application:
Based on my study, the temperature of storage does affect the
shelf life of a battery. By placing a battery at 4 degrees
Celsius, or in the refrigerator, one would be able to have a
longer lasting battery and save money.
TITLE: The Effect Of Engine Thrust On The Altitude Of Model
Rockets.
STUDENT RESEARCHER: Brandon Schaffer
SCHOOL ADDRESS: Mandeville Middle School
2525 Soult Street
Mandeville, Louisiana 70448
GRADE: 4
TEACHERS: Mr. Brady and Ms. McCants
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out the effect of engine thrust on the
altitude of rockets. My hypothesis stated that an engine with
twice the amount of thrust will go twice as high.
II. METHODOLOGY:
I wrote my purpose, reviewed my literature, and wrote my
hypothesis. I designed my experiment and gathered my
materials. I conducted my experiment. I collected data and
analyzed them. I wrote a summary and conclusion. I gathered
all my materials which included my Estes Helicat Starter Set
(flying model rocket), (4) AA batteries, plastic cement, (3)
B6-2 engines, (3) C6-3 engines and an Altitraker altitude
finder. I assembled the rocket, launch pad, controller, and
Altitraker. I then launched the rocket with three trials using
the B6-2 engines and three trials using the C6-3 engines. I
measured the altitude of each flight using the Alti-trak. This
instrument is held up to track the rocket and the pendulum of
the Altitracker shows the altitude in meters. I followed
controlled launch and safety codes.
III. ANALYSIS OF DATA:
Results of the launches were as follows:
B6-2 engines: Trial 1 34 meters
Trial 2 37 meters
Trial 3 32 meters
C6-3 engines: Trial 1 90 meters
Trial 2 94 meters
Trial 3 60 meters
All launches went well as planned except for trail three of the
C6-3 engines. During this trial, the engine blew too quickly
and the flight was short.
IV. SUMMARY AND CONCLUSION:
I found out that the C6-3 engines, the ones with double the
thrust, flew more than double the altitude of the B6-2 engines.
My hypothesis was on the right track. However, an engine with
double the thrust resulted in more than double the altitude.
V. APPLICATION:
I now know more about solid fuel rockets and their
capabilities. I know that the larger the engine, the higher
the altitude.
TITLE: Liesegang Ring-O-Rama
STUDENT RESEARCHERS: Jennifer Austin, Fernando Beltran, Steven
Sadoway
SCHOOL ADDRESS: Belmont High School
221 Concord Ave.
Belmont, MA 02178
GRADE: 12
TEACHER: Paul Hickman- namkcihp@aol.com
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to find out more about Liesegang rings. Our hypothesis
states that different amounts of CuSO4 and different
granularities of CuSO4 will affect the formation of rings in a
gel of potassium chromate. We are hoping to find that there is
a "critical" amount of CuSO4 or a specific granularity needed
to develop observable rings.
II. METHODOLOGY:
Our experiment consisted of creating Liesegang rings by
spreading CuSO4 on top of the surface of a sodium silicate gel
containing potassium chromate.
MATERIALS :
1. 4 sodium silicate gels containing potassium chromate in
cylindrical vials with a diameter of 2 cm. and a height of 6
cm.
2. CuSO4
3. balance
4. mortar and pestle
PROCEDURE:
1. We only had four gel samples, so we had to conduct our
experiment with the materials made available to us.
2. We decided to use two different amounts of CuSO4 for our
experimental purposes. We chose 0.5g and 0.75g because the
original directions stated to use an amount between 0.5g and
1.0g. The class had already experimented with 1.0 g, so we
decided 0.5g and 0.75g would give us different results.
3. Next, we decided that we would change the granularities of
each set of CuSO4. We had two samples of 0.5g and two samples
of 0.75g. Then we took one sample from each group and ground
it with a mortar and pestle to make a fine powder
(granularity). The other two samples we left as coarse
crystals.
4. Finally we added each sample of CuSO4 to it's respective
gel, and waited.
5. After our experiment was started we recorded our
observations and the diffusion times every 24 hours for each
gel.
III. ANALYSIS OF DATA:
Liesegang rings are an example of a pattern formation process
called reaction-diffusion, which is a combination of diffusion
and a chemical reaction. Potassium chromate is dispersed
uniformly throughout a sodium silicate gel and copper sulfate
is placed on its surface. Copper ions go into solution and
diffuse through the gel. When they meet chromate ions, they
form insoluble copper chromate which is greenish in color. A
series of parallel disks are formed. Each band is formed when
a certain supersaturation has been reached locally, so that
nucleation occurs. The diffusion of copper can then proceed a
certain distance before a sufficient degree of supersaturation
is again reached and the next band precipitates.
Time 0.5g CuSO4 0.5g CuSO4 0.75 g CuSO4 0.75g CuSO4
(hours) crystals) (fine) (Crystals) (fine)
24 1.4 cm 1.4 cm 1.7 cm 1.7 cm
48 1.9 cm 1.9 cm 2.1 cm 2.1 cm
72 2.4 cm 2.5 cm 2.5 cm 2.5 cm
96 2.6 cm 2.6 cm 3.0 cm 3.0 cm
120 2.8 cm 2.8 cm 3.3 cm 3.3 cm
Our data and results let us draw various conclusions from our
experiment, most of which were contrary to our hypothesis, but
interesting all the same. As you can see from the first data
table, our results showed that the granularities of the copper
did not affect the diffusion rate of the copper through the
gel. In both the 0.5 g samples and the 0.75 g sample, the
diffusion rates for both the fine powder and the crystals were
nearly the same. We were very surprised by this, because we
thought it would be easier for smaller grains of copper to
diffuse through, but we were proven wrong.
In the beginning of our experiment, our hypothesis of a
"critical" amount of copper was supported by our experiment.
The gels that had 0.75 g developed rings right away, while the
samples with only 0.5 g did not develop any. We had also found
this with the samples with 1.0 g done earlier in the year in
class. However, after four days, the 0.5g samples
spontaneously developed rings. We were shocked, for this
development was unexpected and threw some kinks into our
conclusion, but we accepted the new data just the same.
These discoveries led us to formulate some new theories as to
how our data relates to our conclusion about this experiment.
IV. SUMMARY AND CONCLUSION:
At the end of our experiment, when all the data had been
collected, we were left to draw conclusions. We have revised
our original conclusion of the necessity of a "critical amount"
of copper in the formation of Liesegang rings, to a "critical
range" of values that could produce this phenomenon known as
"Liesegang Rings". We believe that within a range of amounts
of copper it is possible to have rings formed. Because only a
few rings were formed in the 0.5g sample we hypothesize that
this value is on the threshold of this range; while 1.0 g ,
with no ring formation, is clearly past this threshold. We
have also decide that the granularity of copper has no
observable effect on ring formation or diffusion rates
throughout the gel. In short, our hypothesis has been for the
most part rejected, although our new conclusions are based on
our original ideas.
V. APPLICATION:
Our experiment doesn't have applications on a world wide scale.
However, we think that our project can be very useful in a
classroom setting. Liesegang rings make the processes of
diffusion and chemical reaction come together in a very visual
way that can help students to learn more about these important
phenomena of science.
Title: Comparing Fourth Graders' Body Measurements
Student Researchers: Mr. Carbones 4th Grade class
School: North Stratfield School
Fairfield, Connecticut
Grade: 4
Teacher: Mr. V. Carbone
I. Statement of Purpose and Hypothesis:
We want to compare the body measurements of fourth graders. We
want to see if other fourth graders' measurements are similar
to our class measurements. Our hypothesis states that other
fourth grade body measurements will be similar to our class
measurements- within 2 cm.
II. Methodology:
1) We took body measurements of our fourth grade class in cm. -
height, neck size and wrist size. 2) We found the class
average in those areas for both boys and girls. 3) We wrote a
letter on the Internet inviting other fourth graders to send
their body measurements- height, neck and wrist. 4) We found
the averages for these areas of both boys and girls. 5) We
then compared our class averages (boys measurements and girl
measurements) to those found on the Internet. We examined to
see if these measurements were within 2 cm. We received
information from a fourth grade class in Missouri.
IV. Analysis of Data:
Class measurements:
Height Neck Wrist
Boys: 138cm 32cm 16cm
Girls: 135cm 29cm 15cm
Measurements from the class in Missouri:
Height Neck Wrist
Boys: 143cm 29cm 14cm
Girls: 138cm 29cm 14cm
V. Summary and Conclusion:
There were parts of our hypothesis that we rejected and parts
we accepted. The areas that were within our range were the
boy's wrist measurement and the
girl's neck and wrist measurements.
VI. Application:
There are a number of people who would want to know this
information. People who make clothes and jewelry would want to
know these measurements. Doctors would want this information
to see if a fourth grader is within the normal range.
Title: The Effect Of Headband Material On The Absorption Of
Sweat
Student Researcher: Gabriel Davis
School Address: Johnson Park Middle School
1130 S Waverly Street
Columbus, Ohio 43227
Grade: 7th
Teacher: Dr. Roberta Turner
1. Statement of Purpose and Hypothesis:
I wanted to find out the effect of headband material on the
absorption of sweat. Does any fabric keep the sweat out of
your eyes? My hypothesis stated that the Cushees brand tieback
made with 93% cotton would be the most absorbent because it
contained the most natural fibers.
11. Methodology:
Materials: 5 headbands, l large container, 1 graduated
cylinder, 400 ml of water
Manipulated Variable: five different styles of headbands
Controls: same amount of water used
same measuring instruments
Responding Variable: amount of water absorbed
Procedure:
1. Place four hundred milliliters of water in a large
container. Submerge the headband in the water for a one
minute.
2. Remove the headband from the water and let it drip for 15
seconds.
3. Measure the water remaining in the container and subtract
from four hundred milliliters to determine how much was
absorbed.
4. Repeat the process for each headband.
5. Record the data.
6. Use a spreadsheet to calculate the following: a )size of
each headband in cm3, b) milliliters of water absorbed per cm3,
c) headband cost per cm3, and d) cost per amount of milliliters
absorbed.
III. Analysis of Data:
The data showed the following:
BRAND CM3 ML OF H20 COST PER ML OF H20 COST FOR
ABSORBED CM3 ABSORBED PER AMT OF ML
CM3 ABSORBED
NIKE 137.7 48 $ 0.03 0.35 $ 0.01
ADIDAS 237.6 115 $ 0.02 0.48 $ 0.01
LIMITED 78.1 82 $ 0.06 1.05 $ 0.06
CUSHEES 93.6 48 $ 0.04 0.51 $ 0.02
(BRAID)
CUSHEES 185.4 144 $ 0.01 0.78 $ 0.01
(TIEBACK)
The Limited brand headband of 72% cotton and 28% nylon, was the
most expensive in total cost and cost per amount of milliliters
of water absorbed, but absorbed the most water per cm3.
The Adidas brand headband was made of 100% acrylic. It
absorbed the second most water out of all of them.
The Cushees brand tieback headband of 93% cotton and 7%
elastic, was the least expensive in total cost and was second
in absorbency per cm3.
The Nike headband was 80% cotton, 10% rubber, and 10% nylon.
It was the third most expensive and absorbed the least in a tie
with the Cushees braid.
The Cushees braid brand was made of 75% cotton and 25%
polyester. It tied with the Nike.
IV. Summary and Conclusion:
The headband with the combination of 72% cotton and 28% nylon
was the most absorbent. The data did not support my
hypothesis. Therefore I reject my hypothesis which stated that
the Cushees brand tieback made with 93% cotton would be the
most absorbent because it contained the most natural fibers.
One limitation to my study was that there was not enough
difference in the fabric content of all the headbands I used.
All headbands had a large percentage of cotton. Also, the
Adidas brand was picked because of the fiber content but it was
really more of an ear warmer than a sweatband like the others.
V. Applications:
I think my findings from this project can help sports players.
A headband that keeps the sweat out of their eyes could help
them perform at their best level.
Title: Ink Blot Tests
Student Researchers: Sean Corgan and John Ifantides
School Address: Fox Lane Middle School
Bedford, NY, 10506
Grade: 8
Teacher: Ms. Russo
I. Statement of Purpose and Hypothesis:
Can ink blots, of no particular design, except for being
symmetrical, consistently appear to different individuals as
being the same? Our hypothesis states that, by experimenting
with a wide range of people, the responses to each ink blot
will vary reflecting a variety of different personalities.
II. Methodology
The same five ink blot cards were presented to forty
individuals. The conditions in which the ink blots were
presented remained constant to insure that influences could be
controlled. In addition, the people who took the test were
asked not to converse with others about their experience. This
was done to prevent them from influencing other test takers.
In numbered order, we presented five different ink blot cards
to an individual. We then would record their perceptions in a
data table. After repeating this procedure forty times, to
forty different individuals, we charted and graphed the results
for each ink blot.
Materials that were required for this project were as follows:
the 5 ink blot cards, 40 different people, and a data table.
III. Analysis of Data:
For ink blot card #1, there were many different answers. The
most common responses (four times each) for #1 were "a face"
or "an outfit (of clothing)." There were twenty-seven
different responses for card #1.
For card #2, there were twenty-three different answers. The
most common response (five times) was "a monster."
For card #3, there were also many different answers. There
were thirty-one different answers and twenty-six that were said
once. The most common response (five times) was "a crab."
For card #4, there were more answers that were the same. The
most common response (ten times) was "a headless chicken."
For card #5, there were only seventeen different answers, the
most common answer (eight times) being "an octopus."
These results indicated that there were many different answers
to the ink blots.
IV. Summary and Conclusion:
We realized that even with forty different individuals, the
perceptions of the ink blots were occasionally similar, but
most of the time the perception of the ink blots was different
and matched no one else's. Therefore, we accepted our
hypothesis which stated that the responses to each ink blot
will vary reflecting a variety of different personalities.
V. Application:
The Rorschach Ink Blot Test is used by psychologists for
clinical diagnosis and research purposes. In the professional
tests, subjects are shown ten ink blots, half in black and
white and half in color. They are then asked to describe what
they think the figures resemble. We were not allowed to use
these actual prints for our experiment, but we made our own
with black ink.
This projective test was invented and developed by Swiss
psychiatrist, Hermann Rorschach, in 1930's. Today
psychiatrists use this test as a way to analyze a person's
mind. In fact, it is the most widely used projective test that
trained professionals use.
We can use the results of our testing to better understand
people's perceptions. In various situations, two individuals
can observe the same thing and interpret it differently.
MATH SECTION
TITLE: Does Pi Really Work?
STUDENT RESEARCHER: Rob Krieger and Karla Hardberger
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 about the
formula for finding the circumference of a circle. We want to
know if it will work with different size circles. Our
hypothesis states that you can multiply pi times the diameter
of a circle to get the circumference of a circle.
II. METHODOLOGY:
First, we wrote our statement of purpose. Next, we wrote our
review of literature on Pi, circumference, circle, Archimedes,
diameter, and geometry. Then we wrote our hypothesis. Then we
wrote our methodology and listed the materials we would need to
conduct our experiment. Next, we developed a data collection
sheet. After that we began our experiment. In our experiment,
we took ten different size circles. We measured the circles
across the center from side to side to find the diameter. Then
we laid the circle's edge on the table and put a mark on the
edge of the circle and on the table where the edge and the
circle met. We rolled the circle until the mark on the edge of
the circle met with the table again. We put a mark on the
table where the mark on the edge of the circle had come to
rest. Then we measured the distance between the two marks on
the table to determine the circumference of the circle. We
took the other nine circles and repeated these steps. Then we
computed the circumference of the circles using the formula:
Pi x Diameter = Circumference. The compared the two values for
the circumference of each circle, the one we got from our
measurements and the one from the formula. Next, we analyzed
our data and wrote our summary and conclusion. Finally, we
applied our findings to the world outside the classroom.
III. ANALYSIS OF DATA:
For the first circle, the diameter was 3 cm., the measured
circumfrence was 9.8 cm. and the circumfrence from the formula
was 9.4 cm. The difference was .4 cm.
For the second circle, the diameter was 7.5 cm., the measured
circumfrence was 23.3 cm. and the circumfrence from the
formula was 23.6 cm. The difference was .3 cm.
For the third circle, the diameter was 12.0 cm., the measured
circumfrence was 36.8 cm. and the circumfrence from the
formula was 37.7 cm. The difference was .9 cm.
For the fourth circle, the diameter was 16.5 cm., the measured
circumfrence was 51.0 cm. and the circumfrence from the
formula was 51.8 cm. The difference was .8 cm.
For the fifth circle, the diameter was 18.0 cm., the measured
circumfrence was 57.4 cm. and the circumfrence from the
formula was 56.4 cm. The difference was .9 cm.
For the sixth circle, the diameter was 2.5 cm., the measured
circumfrence was 8.0 cm. and the circumfrence from the formula
was 7.9 cm. The difference was .1 cm.
For the seventh circle, the diameter was 4.0 cm., the measured
circumfrence was 12.1 cm. and the circumfrence from the
formula was 12.6 cm. The difference was .5 cm.
For the eight circle, the diameter was 4.5 cm., the measured
circumfrence was 15.0 cm. and the circumfrence from the
formula was 14.1 cm. The difference was .9 cm.
For the ninth circle, the diameter was 8.5 cm., the measured
circumfrence was 27.3 cm. and the circumfrence from the
formula was 26.7 cm. The difference was .6 cm.
The average diameter for all the circles was 8.5 cm. The
average measured circumference it was 326.7 cm. The average
formula circumference it was 26.6 cm. The difference was .1
cm.
Circumference Circumference
Diameter Measured Formula (xD) Diff.
Circle 1 3.0cm. 9.8cm. 9.4cm. .4
Circle 2 7.5cm. 23.3cm. 23.6cm. .3
Circle 3 12.0cm. 36.8cm. 37.7cm. .9
Circle 4 16.5cm. 51.0cm. 51.8cm. .8
Circle 5 18.0cm. 57.4cm. 56.5cm. .9
Circle 6 2.5cm. 8.0cm. 7.9cm. .1
Circle 7 4.0cm. 12.1cm. 12.6cm. .5
Circle 8 4.5cm. 15.0cm. 14.1cm. .9
Circle 9 8.5cm. 27.3cm. 26.7cm. .6
Average Diff. .6
Average 8.5cm. 26.7cm. 26.7cm. .0
IV. SUMMARY AND CONCLUSION:
The average difference between the values for the measured
circumference and the values computed with the formula was .6
cm. This difference is very small and most likely due to
measurement error on our part. From our review of literature
we know that Pi will always work in the formula for finding the
circumference of a circle. It should be noted that when the
average diameter (8.5 cm) for all nine circles is multiplied by
Pi (3.14), the value for the circumference (26.7 cm) is equal
to the average of the measured circumferences (26.7 cm) for all
nine circles. Therefore we accept our hypothesis which stated
that you can multiply pi times diameter to get the
circumference of a circle.
V. APPLICATION:
Our project can help scientist around the world on their
constant search for ways to use Pi in many formulas such as (Pi
x D = C). It will also help scientist know which tools to use
in research like this. Therefore they will not make
measurement errors like we did.
SOCIAL STUDIES SECTION
TITLE: What Students Know and Feel About World Population
Growth
STUDENT RESEARCHER: Kristen Heiman and Alex Carollo
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 world population growth. Our hypothesis
states that the majority of the students responding to our
questionnaire will not know that the world population is
5,806,578,054 as of January 13, 1997.
II. METHODOLOGY:
First, we wrote our statement of purpose and reviewed the
literature on the causes and effects of world population
growth. Then we developed our hypothesis and a methodology to
test it. Next, we constructed a questionnaire about world
population growth. Then we gave it out to twenty-four randomly
chosen sixth grade students at Mandeville Middle School in
Mandeville, Louisiana, USA and we sent it out on the Internet
to students around the world. When we got them back we scored
them, analyzed the data, and wrote our summary and conclusion
where we rejected or accepted our hypothesis. Finally, we
applied our findings to the world outside the classroom.
III. ANALYSIS OF DATA:
We received a total of 70 responses from Louisiana, California,
Minnesota, Canada, and Israel.
A majority of 60% of the students surveyed knew that the world
population was 5,806,355,445 as of December, 1996. A majority
of 60% think the world is overpopulated today. A majority of
60% did not know that by the year 2030 the population will be
approximately 15 million. A majority of 70% did not think that
a married couple should be allowed only two children to control
overpopulation. A majority of 70% thought that world
population is an important issue and should not be avoided. A
majority of 60% did not know that high birth rates and drops in
death rates are both major causes of world population growth.
A majority of 70% knew that in the future there will be
shortages of food, water, and space if we don't reduce the rate
at which the population is growing. A majority of 80% knew
that it is technologically possible to produce more food to
feed an ever growing nation. A majority of 70% knew that
people are living longer. Half did think overpopulation
affects them. A majority of 60% thought it was possible to
stop overpopulation from happening.
Half of the students did know that Japan has the highest life
expectancy rate in the world. A majority of 80% did not know
that Malawi has the highest birth rate in the world. A
majority of 70% did not know that Afghanistan has the highest
death rate in the world. A majority of 80% did not know that
Japan has the lowest infant death rate in the world. Half did
know that Malta has the lowest population per kilometer in the
world. Half did know that Kuwait has the lowest annual growth
rate in the world. A majority of 75% knew that Vatican City
has the smallest total population in the world.
A majority of 51% of the responses to the factual questions on
our questionnaire were answered correctly.
IV. SUMMARY AND CONCLUSION:
A majority of 60% of the students responding to our
questionnaire knew that the world population was 5,806,578,054
as of January 13, 1997. Therefore, we reject our hypothesis
which stated that the majority of the students would not know
the world population was 5,806,578,054 as of January 13, 1997.
A small majority of 51% of the responses to the factual
questions were answered correctly. This seems to indicate that
students are somewhat knowledgeable about the growth of the
world's population.
V. APPLICATION:
We can apply our findings to the world outside the classroom by
letting parents and teachers know that only a small majority of
the students know about world population and world population
growth. Therefore, they need to teach children and students
more about world population in order to stop overpopulation
from happening.
TITLE: What Students Know and Feel About the AIDS Epidemic and
the HIV Virus
STUDENT RESEARCHERS: Amber Langlinais and Karla Hardberger
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 the AIDS epidemic and the HIV virus. Our
hypothesis states that the majority of the responses to the
factual questions on the questionnaire will be correct.
II. METHODOLOGY:
First, we chose our topic and wrote our statement of purpose.
Next, we wrote our review of literature on AIDS and HIV. Then
we developed our hypothesis. After that we wrote our
methodology to test our hypothesis. Then we developed our
questionnaire. Then we drew a random sample population of 24
sixth grade students at Mandeville Middle School in Mandeville,
Louisiana, USA. Next, we administered the questionnaires. We
also sent the questionnaires out on the Internet to students
all over the world. When the completed questionnaires were
returned we scored the results. Then we analyzed our data and
wrote our summary and conclusion. Then we applied our
knowledge to the world outside of the classroom and wrote our
abstract report which was published in the E-Journal of student
research.
III. ANALYSIS OF DATA:
A majority of 54% of the students did not know that 13,612,000
people were infected with HIV in 1993. A majority of 61%
didn't know that 22,600,000 all over the world are living with
AIDS/HIV at the present time. A majority of 51% didn't know
that since 1970, 27,909,000 people had been infected and/or
died of AIDS/HIV. A majority of 88% knew that AIDS is a fatal
disease. A majority of 90% knew that HIV is a virus. A
majority of 80% knew that babies are most likely to be born
with AIDS if their mother is infected. A majority of 76% knew
that HIV stands for human immunodeficiency virus. A majority
of 63% knew that AIDS is a world-wide epidemic. A majority of
students (53%) didn't know that weight loss, memory loss, and
Kaposi's sarcoma are all symptoms of AIDS. A majority of 54%
agreed that women infected with HIV shouldn't be allowed to
have babies. A majority of 65% knew that the life expectancy
of a person with AIDS is 2 to 5 years after diagnosis. A
majority of 66% didn't know that there is no risk of getting
HIV through donating blood. A majority of 56% knew that AIDS
was identified in the early 1980s. A majority of 71% agree
that students they know worry about getting AIDS. A majority
of 58% disagree that the AIDS epidemic is the worst that has
happened to civilization. A majority of 75% knew that AIDS
stands for Acquired Immunodeficiency Syndrome. A majority of
73% of the students knew that high school and college students
have the fastest increasing rate of AIDS. A majority of 90%
didn't know that 3TC is the new medicine used to treat
AIDS/HIV. A majority of 94% agreed that AIDS/HIV should be
treated no matter what the cost. A majority of 81% knew that
AIDS deaths have increased since 1995. A majority of 63% knew
that the new treatments for AIDS/HIV can slow or stop the
disease process. A majority of 73% knew that the new treatment
for HIV/AIDS requires the use of three or more drugs at the
same time. A majority of 65% didn't know that World AIDS Day
is on December 1st. A majority of 70% knew that infected blood
transfusions, the use of unsterilized needles, pregnancy, and
sexual contact are all ways of transmitting AIDS/HIV. A
majority of 87% agree that education is the most effective way
of preventing AIDS/HIV. A majority of 79% agree that home
testing kits for HIV are a good idea. A majority of 60% knew
that there is a small risk of babies getting AIDS through
infected breast milk. A majority of 76% knew that monkeys in
the rain forest were thought to be the original source of
AIDS/HIV.
IV. SUMMARY AND CONCLUSION:
In our research project, we found that 72% of the responses to
the factual questions on our questionnaire were correct.
Therefore, we accept our hypothesis which states that most of
the responses to the factual questions will be correct. We
also found that most students are aware of the symptom's of
AIDS and knew how AIDS is transmitted. Also, most students
agreed that the most effective way of preventing AIDS/HIV is
education.
V. APPLICATION:
AIDS is an important subject. We feel that parents should
inform their children about this important disease so they can
protect themselves in the future. We also feel that children
should be taught about this subject and other important
diseases in elementary school.
© 1997 John I. Swang, Ph.D.