The National Student Research Center
E-Journal of Student Research: Multi-Disciplinary
Volume 6, Number 1, October, 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 Effects of Alcohol on Mice
- The Influence of Aspirin Consumption
on Physical Activity
- Does Pyramid Power Exist?
- The Amount of Pollution In
the Form of Airborne Particles in 10 Different Places of Edgemont
- Phosphate Levels At Stephenson
Brook
- Flammability of Household Fabrics
- Better Ways to Remember
Consumerism:
- Which Airline Has The Lowest
Rate On A Round Trip Ticket From New Orleans To Los Angeles?
- What Paper Towel Picks Up More
Liquid?
SCIENCE SECTION
Title: The Effects of Alcohol on Mice
Student Researchers: Thomas Celine and Gourin Martine
School address: Lycee Notre-Dame
Rue principale
49310 La Salle de Vihiers
FRANCE
Grade: Lower Sixth Form
Teacher: Thomas J. C. Richard
I. Statement of Purpose and Hypothesis:
We know that alcohol has an influence on human behavior. We want
to conduct an experiment with mice to see the effects of alcohol
(rum) on these rodents when in activity. Our hypothesis states
that alcohol will increase the physical activity of this rodent.
II. Methodology:
We put one mouse in two separate exercise wheels. The mice were
of the same age and sex. The experimental mouse was given rum.
The control mouse was not. Then we observed and counted the
number of revolutions of the exercise wheel for the two mice. We
also observed the mice's behavior.
III. Analysis of Data:
Five minutes after receiving the alcohol, the experimental mouse
completed 39 revolutions on the exercise wheel. At ten minutes,
it completed 93 revolutions. At fifteen minutes, it completed
100 revolutions. At twenty minutes, it completed 105
revolutions.
At five minutes, the control mouse completed 45 revolutions. At
ten minutes, it completed 80 revolutions. At fifteen minutes, it
completed 79 revolutions. At twenty minutes, it completed 76
revolutions.
After the first five minutes, the mouse which received the
alcohol was much more active than the mouse which did not receive
the alcohol.
IV. Summary and Conclusions:
An increase of physical activity, loss of control, and
aggressiveness was observed in the experimental mouse which
received the alcohol. So, alcohol is a factor which acts on a
mouse's physiology. Our hypothesis is confirmed since we learnt
that alcohol acts on mice's behavior and activity.
V. Application:
These results aren't surprising because phenomena such as lose of
control and aggressivity are the same as with humans. Humans act
in the same way after an abuse of alcoholic drinks.
Title: The Influence of Aspirin Consumption on Physical Activity
Student Researchers: Pierre Baumard and David Reulier
School address: Lycee Notre-Dame
Rue principale
49310 La Salle de Vihiers
FRANCE
Grade: Lower 6th Form
Teacher: Thomas J. C. Richard
I. Statement of Purpose and Hypothesis:
We wanted to find out if aspirin consumption could modify
corporal activity. Our hypothesis stated that aspirin would
increase physical performance.
II. Methodology:
First of all, for five minutes we counted the number of turns
effected in an exercise wheel by white mice of three homogeneous
groups. The following week, two groups drunk a solution of
aspirin. The quantity of aspirin was equivalent to 25 mg/kg/d
for one group and 50 mg/kg/d for the other. Then we assessed the
physical performance of the mice with the same method as the
first time.
III. Analysis of Data:
When comparing the first run of the control mice to their second
run a week later there was a 90% increase in the number of turn
in the exercise wheel. There was an increase of 482% in the
first experimental group which received an aspirin dose
equivalent to 25 mg/kg/d. And there was an increase of 4420% in
the second experimental group which received an aspirin dose
equivalent to 50 mg/kg/d.
IV. Summary and Conclusion:
Our data show that physical activity increases according to the
aspirin dose taken. Therefore, we accept our hypothesis which
stated that aspirin would increase physical performance.
However more data and statistical analysis is needed.
V. Application:
We showed that aspirin consumption increases corporal
performance, in fact aspirin acts against pain and helps blood
circulation and articular movement. Therefore, we can easily
understand why this substance helps a growing number of people
around the world.
TITLE: Does Pyramid Power Exist?
STUDENT RESEARCHER: George Davis McPherson, Jr and John Casey
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We would like to do a scientific research project on the theory
of pyramid power. We want to know if pyramid power exists.
Our hypothesis states that the milk set under the pyramid for one
weeks time will be less acidic than the milk outside of the
pyramid due to pyramid power.
II. METHODOLOGY:
First, we chose our topic. Then we wrote our statement of
purpose and review of literature about milk, pH, and pyramids.
Next, we wrote our hypothesis.
After that we wrote our methodology to test our hypothesis. Then
we gathered the materials needed to conduct our research. First,
we built a pyramid that had a base which measured 30 cm by 30 cm.
The edge of each leg going up to the apex also measured 30 cm.
The height from the base to the apex was 22 cm. Next, we put 15
ml of milk in a clear 170 g jar under the pyramid. We also put
the same amount of milk in an identical jar outside the pyramid.
We place the jar cover on each. We left them there for one week
and then measured the acidity of the milk with litmus tape every
day.
We recorded our data on a data collection sheet. Next, we
conducted an analysis of data using charts and graphs. Then we
wrote our summary and conclusion and either accepted or rejected
our hypothesis. Then we applied our findings to the world
outside of the classroom.
Our controlled variables are the same kind and amount of milk and
same type and size container. Our manipulated variable is the
location of the milk, inside or outside the pyramid. Our
responding variables is the spoilage (sour) of the milk as
measured by the acidity.
The materials we used were: a) pyramid, b) milk, and c) litmus
tape
III. ANALYSIS OF DATA:
Under pyramid I, the pH of the milk on the first day was seven.
On the second day, it was seven. On the third day, it was seven.
On the fourth day, it was 8. On the fifth day, it was eight. On
the sixth day, it was nine. On the seventh day, it was nine.
Outside pyramid I, the pH of the milk was seven on the first day,
seven on the second day, seven on the third day, seven on the
fourth day, eight on the fifth day, eight on the sixth day, and
six on the seventh day.
Under pyramid II, the pH of the milk on the first day was seven.
On the second day, it was seven. On the third day, it was seven.
On the fourth day, it was seven. On the fifth day, it was seven.
On the sixth day, it was seven. On the seventh day, I was not
able to test the milk because it was clogged up at the top.
Outside pyramid II, the pH of the milk was seven on the first
day, seven on the second day, seven on the third day, seven on
the fourth day, eight on the fifth day, eight on the sixth day,
and six on the seventh day.
The pH Of Milk Under And Outside Of The Pyramids For A One
Week Period
Days
Location I | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
Under The Pyramid pH| 7 | 7 | 7 | 8 | 8 | 8 | 9 |
Outside Of The Pyramid pH| 7 | 7 | 7 | 7 | 6 | 6 | 6 |
Days
Location II | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
Under The Pyramid pH| 7 | 7 | 7 | 7 | 7 | 7 | 7 |
Outside Of The Pyramid pH| 7 | 7 | 7 | 7 | 7 | 6 | 6 |
IV. SUMMARY AND CONCLUSION:
On the seventh day, the two milk samples under the pyramid had an
average pH of eight. The two milk samples outside the pyramid
had an average pH of 6.
All four samples began the experiment with a pH of 7.
The milk outside the pyramid soured because the bacteria in the
milk fermented the milk sugar into lactic acid. However the
milk under the pyramid showed no signs of fermentation, but did
become curded and rancid.
Pyramid power kept the milk under the pyramid less acidic than
the milk outside the pyramid. Therefore we accept my hypothesis
which stated that pyramid power would keep the milk less acidic.
V. APPLICATION:
We could use our findings to tell people that pyramid power seems
to reduce the rate of fermentation and the acidity of foods like
milk.
Title: The Amount of Pollution In the Form of Airborne
Particles in 10 Different Places of Edgemont
Student Researcher: Audrey Green
School Address: Edgemont Jr/Sr High School
White Oak Lane
Scarsdale, NY 10583
Grade: 7
Teacher: Ms. Russo
I. Statement of Purpose and Hypothesis:
For my science fair project, I wanted to see which part of town
is most polluted. My hypothesis stated that out of 10 locations,
Burger King on Central Avenue would have the most pollution, and
that Hadden Road would have the least. I thought this because I
considered the amount of traffic that passed by the specific
areas. I thought the location with the most traffic would have
the largest amount of pollution; and the location with the least
amount of traffic would have the least amount of pollution.
II. Methodology:
I tested my hypothesis by placing index cards, smeared with
petroleum jelly, in 10 different locations in Edgemont. The
locations were, Burger King on Central Ave., the corner of
Underhill Rd. and Central Ave., the corner of Longview Rd. and
Fort Hill Rd., the corner of Pheasant Run and Fort Hill Rd., the
intersection of Old Army Rd. and Mount Joy Ave., Hadden Rd., the
front of Greenville School on Glendale Rd., on the comer of
Highland Rd. and Ardsley Rd., and the intersection of Greenville
Rd. and Highland Rd.
I used 10 index cards, 10 wooden dowels, a compass, petroleum
jelly, a hammer, tape (clear tape and duct tape), a small knife,
and a pen. I took my index cards, with the names of the
locations clearly written on them in pen and made a 2 inch
(diameter) circle using a compass. I then smeared petroleum
jelly inside each circle with a small knife. I attached each
note card to a different wooden dowel with duct tape and placed
one in each location.
Each note card had the same amount of petroleum jelly on it and
the circle was the same size. I pounded each dowel into the
ground so that the bottom of the circle was 2 feet above the
ground. Each card faced the road and each card was about 5 feet
away from the road.
Forty-eight hours later, I collected the dowels, and immediately
placed clear tape over the samples. I made a scale of 1 to 5 and
rated each card according to the amount of particles that had
gotten stuck to the petroleum jelly -- 1 meaning no particles and
5 meaning almost full of particles.
The controlled variables were the amount of petroleum jelly, the
size and type of index cards, the height at which the bottom of
the circle of petroleum jelly was placed, the size of the circle
in which the petroleum jelly was placed, the type of tape placed
over the sample, and the distance the sample was placed from the
road. The manipulated variable was the placement of the cards,
and the responding variable was the number of particles that got
stuck to the petroleum belly.
III. Analysis of Data:
I found that the most polluted area of town was on Glendale Road,
by the Greenville School. I rated this spot a 5. I think this
is because of the heavy volume of traffic that travels to and
from Greenville twice every day. There is only one way to access
the Greenville School from the front, which is to drive down to
the end of Glendale Road.
When kids are dropped off and picked up, their parents/babysitters
often have to wait in a long line of cars to reach the front.
These cars stand almost still and so they let out a huge amount of
exhaust.
There is a 2 way tie for the least amount of pollution, (each
receiving a rating of 2) and one of them is by Crane's Pond. This
is on Edgemont Rd. and it leads to the Pipeline. This site isn't
very polluted because when cars pass, they usually go at a fairly
high speed. This doesn't allow a lot of exhaust to stick to the
jelly, and so this area isn't so polluted. The other area is the
corner of Fort Hill Road and Longview Road. This area isn't
polluted for the same reason.
There are 3 other big pollution areas, all receiving a rating of
4. One of them is the corner of Underhill Rd. and Central Ave.
I think this area is polluted because it is on a turn, where
people have to slow down, which causes cars to give off more
exhaust. This spot is also not far from a traffic light.
Another 4 is the intersection of Fort Hill Rd. and Pheasant Run.
This area is polluted because it is close to Jackson Avenue.
Whenever a car enters Edgemont from Yonkers, it has to pass this
intersection. Although the cars often ride at a fast speed,
there are a lot of them which creates more pollution. The last 4
is Burger King. This location also gets a lot of traffic, being
on Central Ave. The volume of traffic also makes this site a
polluted one.
The remaining locations all got a rating of 3. They are not very
polluted, but they are not perfect either. They are on Hadden
Road, Greenville School by Ardsley Road, the corner of Mt. Joy
Ave. and Old Army Road, and the intersection of Greenville Rd.
and Highland Rd. These are mostly busy residential areas with a
moderate amount of traffic. (All observations of pollution
particles were made by using a magnifying glass.)
IV. Summary and Conclusion:
I learned that the most polluted area of Edgemont is the section
of Glendale Road that leads to the Greenville School. This isn't
good for the residents there, because their front yards are more
polluted than some of the busiest intersections in Edgemont.
V. Application:
Now that I have identified a major problem, I think something
should be done to help reduce the amount of pollution and make
the air quality of this site better.
The air quality is important for many reasons. For one, people
who suffer from allergies and asthma may have a problem breathing
in air that is contaminated, such as the air at Greenville.
Another concerns the health of plants, which are important to
humans. If too many plants are killed, that will lessen the
amount of oxygen which people need to survive, and lead to an
increase in carbon dioxide. Plants take in carbon dioxide and
give off oxygen
My experiment helped me to learn a great deal about the air
quality of this town and I hope it has helped you learn more,
too.
TITLE: Phosphate Levels At Stephenson Brook
STUDENT RESEARCHERS: Lauren Buono, Joel Diaz, and Alicia Pircio
SCHOOL ADDRESS: Isaac E. Young
270 Centre Avenue
New Rochelle, New York 10805
GRADE: 8th
TEACHER: Patrick M. Liu
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
The phosphate levels at the Stephenson Brook were studied.
Stephenson Brook is used as a storm drain for New Rochelle.
Phosphates enter the brook by rain bringing the fertilizer from
lawns and fields into the sewers. Phosphates are a compound of a
phosphoric acid and a metal or an organic compound. They are
found in fertilizers and are essential plant nutrients. However,
when there is a large amount of phosphates in the water it can be
dangerous to fish and other aquatic life because of algae bloom.
The bacteria that forms when the algae dies uses up oxygen that
marine life need to live. The hypothesis of this study was that
phosphate levels would average O ppm (parts per million). This
was thought because the tests were taken at the end of winter.
Therefore, fertilizers weren't in great use.
II. METHODOLOGY:
Phosphates were tested from March 20, 1997 to April 10,1997.
Twelve tests were taken. A LaMotte Low Range Phosphate Test Kit
was used to measure the phosphate levels in Stephenson Brook.
The materials used were a test tube, a 1.0 ml. pipet, 1.0 ml. of
Phosphoric Acid Reagent, a 0.l g spoon, one level of Phosphate
Reducing Reagent, and an Axial Reader. The procedure followed
was taken as listed in the test kit.
III. ANALYSIS OF DATA:
The results found in the Stephenson Brook storm drain for
phosphate levels were O ppm for all dates. The New York State
D.E.C. Regulations for phosphates is less than 0.1 ppm. The
data collected shows that the phosphate levels from Stephenson
Brook are not dangerous to marine life in Echo Bay and Long
Island Sound.
IV. SUMMARY AND CONCLUSION:
The results of the twelve tests taken at Stephenson Brook were O
ppm. The hypothesis was proven to be correct and it was found
that these levels are safe for the Brook. The new York State
D.E.C. Regulations claim there shouldn't be over 0.l ppm of
phosphates in the water. If the tests had been taken in the late
spring, summer, or early fall, there would have been a greater
amount of phosphates because of more fertilizer use.
V. APPLICATION:
The results could be used to inform people to not use as much
fertilizer. Fertilizers are plant nutrients which help plants to
grow. Many people use fertilizer for their lawns. When it rains
these fertilizers get washed into Stephenson Brook as runoff.
People can try to prevent this from happening by using less.
Also, homeowners could put a wooden board around their lawns
(2 ft. deep and 1 ft. above ground) to prevent fertilizer from
passing into the drains.
Title: Flammability of Household Fabrics
Student Researcher: Michael Russo
School Address: Fox Lane Middle School
Bedford, NY 10507
Grade: 7
Teacher: Dr. Carolynn Sears
I. Statement of Purpose and Hypothesis:
I wanted to find out which household fabric is least flammable.
My hypothesis is that cotton will burn fastest and the baby
clothing will take the longest time to ignite.
II. Methodology:
First, I cut seven different fabrics into multiple 4"x4" squares.
The fabrics used were fireproof baby clothes, 100% cotton, 50/50
cotton polyester blend, 100% silk, 100% polyester, 100% denim,
and 100% rayon. Second, I put one square of each fabric directly
onto the shelf of a propane barbecue, preheated to 500 degrees F.
Finally, I timed how long it took, in minutes, for each piece to
catch on fire. I recorded the time using a stopwatch. I
repeated this process five times. Next, I took the 4"x4" squares
of each of the seven fabrics and held them, with tongs, directly
in the flame. I measured the time, in minutes, for each piece to
catch on fire, and recorded it. I repeated this process only
three times, since the results for each repetition were almost
identical. The controlled variables were the temperature, the
barbecue, and the size of the fabric. The experimental variable
was the kind of fabric and the responding variable was the time
needed to catch on fire.
III. Analysis of Data:
My charts and graphs show that at 500 degrees F the Fire Proof
Baby Clothing took an average of .108 minutes to burn, the Cotton
took an average of 16.62 min. to burn, the 50/50 Cotton/Polyester
Blend took an average of 4.748 min. to burn, the Silk took an
average of 20 min. to burn, the Polyester took and average of .7
min. to burn, the Denim took an average of 4.89 min. to burn, and
the Rayon took an average of 1.97 min. to burn. When held in
direct contact with the flame the Fire Proof Baby Clothing took
an average of .214 min. to catch on fire, the Cotton took an
average of .04 min. to catch on fire, the 50/50 Cotton/Polyester
blend took an average of .078 min. to catch on fire, the Silk
took an average of .064 min. to catch on fire, the Polyester took
an average of .083 min. to catch on fire, the Denim took an
average of .043 min. to catch on fire, and Rayon took an average
of .026 min. to catch on fire.
IV. Summary and Conclusion:
My hypothesis is completely wrong, because I found out that, in
fact, cotton and silk actually take the longest times to burn, at
20 minutes per square, and that the baby clothes melted as soon
as they touched the heat.
V. Application:
My findings indicate that it would be safer for young children,
and even adults, to wear cotton and silk, since they take the
longest time to ignite. This is especially true for babies.
Since their "fire proof' pajamas melt on contact with extreme
heat, it would be safer for them to wear cotton. I spoke to the
Mt. Kisco fire chief about these "fire proof' baby clothes, and
he said that he thinks the government should change the
regulation that prevents child pajamas from being made with
cotton. He thinks this because hot molten fabric completely
destroys the skin. The Flammable Fabrics Act (1953) set
standards for the garment industry in regard to baby pajamas.
From the results of my study, I think this act needs to be
updated.
Title: Better Ways to Remember
Student Researcher: Bharat Kumar
School Address: Edgemont Jr/Sr. High School
White Oak Lane
Scarsdale, NY 10583
Grade: 7
Teacher: Ms. Russo
I. Statement of Purpose and Hypothesis:
The purpose of this experiment is to examine what types of
objects can be remembered easier by 7th Graders. Its aims are
also to see if one gender remembers some items better than the
other and to see whether the data for short term memory will be
different than the long-term memory. My first hypothesis is that
sentences and clauses written in rhymes can be remembered easier.
My second hypothesis is that there may be differences between the
two genders in memorizing the same objects. My third hypothesis
states that objects seen will be remembered much easier in the
short-term as compared to long term.
II. Methodology:
The dependent and controlled variables in this experiment were
gender, and all volunteers are 7th graders. The independent,
responding and manipulated variables are the time between when I
asked them to remember the items and when they told me what they
remembered. To achieve my goal, I have devised three
experiments:
Experiment A: In this procedure, my aims were to see if one
gender remembers a certain type of object better than another in
the short term. I asked 15 boys and 15 girls to remember a
certain number (97), a series of words (yellow, angry, sofa,
shovel), a rhyme (twinkle twinkle little star variation), and I
showed them an object (a pencil). After 5 minutes, I asked the
volunteers to recite what I had told them separately.
Experiment B: In this experiment, I tested 10 boys and 10 girls.
It was designed to see if gender and types of objects affect the
long term memory. For this, I extended the duration (of how long
they have to remember) to 24 hours. I, again, used a number
(66), words such as gym, bleachers, glasses, and sweatshirt, a
rhyme (a variation of Jack and Jill went up the hill...), and an
object seen (a pamphlet on dental basics).
Procedure for Experiment C: I modeled this after the experiments
listed above. I told the subjects the same items as described
above. The only difference was that they had to remember the
items for a longer time (72 hours). There were still 10 boys and
10 girls.
III. Analysis of Data:
Experiment A (5 Minutes): In one part of this experiment, to see
if a rhyme would be better to remember, I found that all of the
male volunteers (100%) and 80% of the girls had remembered the
rhymes correctly. A better item to remember would be a number.
The number was remembered by more than 90%, equally in both
genders. About 86% of the boys and 100% of the girls remembered
the object shown to them correctly. The 4th item tested were the
words . Approximately a 73% of boys and 86% of the girls
remembered all of the 4 words correctly.
The arithmetic mean for the boys was 88% and for the girls was
90%. The median for the boys, and the girls was 89.5%. The
range of the boys was from 73%-100%, and the girls: 80%-100%.
Experiment B (24 hours): In this experiment, 80% of the boys and
80% of the girls remembered the numbers correctly. 80% of the
boys and 90% of the girls remembered the words. 90% of the boys
and girls tested, remembered the rhymes. Lastly, 80% of the
girls and 90% of boys remembered the object that was shown. The
mean of the girls was 85% and the boys was 82.5%. The median of
the girls was 80%, and boys was 85%. The range of the girls was
80%-90% and the boys was 70%-90%. The mode of the girls was 80%,
and the boys was 90%.
Experiment C (48 hours): In this experiment, 80% of males and 90%
of females remembered the number. The percent of people who
remembered the words were 60% in males and 80% in females. The
percent of people who remembered the rhyme were 90% in males and
80% in females. The percent of people who remembered the object
were 90% in males and 80% in females. The mean for boys was
80%, and for girls, it was 82.5%. The median in boys was 85%;
and in girls, it was 80%. The range of the boys was 60%-90%; and
the range of the girls was 80%-90%. The mode in boys was 90% and
in girls, 80%.
IV. Summary and Conclusion:
Experiment A: After examining the data, l have concluded that the
best way to remember something for the short-term is to either
use numbers or make what you want to remember into a sentence or
clause which rhymes and is related to previous experiences.
Experiment B: After analyzing my data, it became evident that
among a group; any gender, the easiest way to remember something
is by using a visual item.
Experiment C: To remember an object for more than 24 hours, a 7th
grader could choose any of the ways to present the item except in
the form of words.
All Experiments: In these experiments, l have proved that gender,
the type of item (familiar or unfamiliar), the presentation of an
item, and the amount of time affects memory. Because of these
statements, l accept all of my hypotheses. One shortcoming of my
study was the lack of volunteers and time.
V. Application
This data can be used to help people remember better. It can
tell teachers that they should use numbers to help their students
remember in the short term, such as reviewing directly before a
test. In the long term, it can help students to raise their
grades by using a visual item, making a rhyme, or using numbers
to study better.
CONSUMERISM SECTION
TITLE: Which Airline Has The Lowest Rate On A Round Trip Ticket
From New Orleans To Los Angeles?
STUDENT RESEARCHER: Whitney Stoppel and Alex Manuel
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 consumerism research project on which
airline company has the lowest rates on next-day, second-class
round trip tickets to Los Angeles. Our hypothesis states that
American Airlines will have the lowest price for a round trip
ticket from New Orleans to Los Angeles.
II. METHODOLOGY:
First, we decided on our topic. Next, we wrote our statement of
purpose. Then we conducted a review of literature about
airplanes, airports, airlines, consumerism, and the Wright
Brothers. Then we developed a hypothesis.
Next, we wrote a methodology to test our hypothesis. First, we
gathered our materials and then conducted our survey. We looked
up the 1-800 telephone numbers for the following airlines in the
phone book: Northwest, Southwest, Delta, Continental, TWA, and
American Airlines. We asked for the lowest price for a next-day,
round-trip ticket from New Orleans to Los Angeles. We recorded
our results in a systematic way on a data collection sheet.
Next, we analyzed our data with charts and graphs. Then we wrote
our summary and conclusion, accepted or rejected our hypothesis,
and applied our findings to the world outside the classroom.
III. ANALYSIS OF DATA:
Out of the six airlines we called, we found out that Southwest had
the lowest fare. For a round trip ticket from New Orleans to Los
Angeles it would cost $633.00. American Airlines was second with
a fare of $646.00. Northwest and Continental tied for third, with
$653.00 each. TWA came in forth with a fare of $659.00. Delta
Airlines had the highest price which was $670.00.
Price
For A Round Trip Ticket From New Orleans
To Los Angeles
A
I American Airlines $646.00
R Delta $670.00
L Northwest $653.00
I Southwest $633.00
N TWA $659.00
E
S
IV. SUMMARY AND CONCLUSION:
We found that Southwest has the lowest fare on a round-trip ticket
from New Orleans to Los Angeles for a next day flight. Next, came
American Airlines, Northwest and Continental. TWA came next and
Delta Airlines had the highest price. Therefore, we reject our
hypothesis which stated that American Airlines will have the
lowest fare on a round trip ticket from New Orleans to Los
Angeles.
V. APPLICATION:
This information can be used in the outside world by anyone who
wants to take the cheapest next-day, round-trip flight from New
Orleans to Los Angeles.
Title: What Paper Towel Picks Up More Liquid?
Student Researcher: Melissa Terrill
School Address: Cedar Hollow School
4900 South Engleman Rd.
Grand Island, NE 68801
Grade: Seventh
Teacher: Barbara Moran
I. Statement of Purpose and Hypothesis
I wanted to find out what paper towel, Bounty or U-Save Brand,
would pick up more liquid. My hypothesis stated that Bounty would
pick up more liquid than U-Save Brand.
II. Methodology
When I performed my experiment I took careful measurements to make
sure that my paper towels were the same size and that each glass
had the same amount of water. First, I got a couple of glasses
and put 1/2 cup of water in each glass. Then I put one drop of
food coloring in each glass of water. After that I put one paper
towel in each glass. Then I waited 30 seconds. Then I pulled the
paper towels out of the water, one at a time, and squeezed the
colored water out of the paper towel into a measuring cup. I
recorded the amount of water squeezed out on my data table.
Then I repeated this procedure placing two sheets of each paper
towel in each glass. I repeated the experiment again placing
three sheets of each paper towel in each glass.
III. Analysis of Data
One sheet of Bounty picked up 1 and 1/2 oz. of water. One sheet
of U-Save picked up 1 oz. of water. Two sheets of Bounty picked
up 3 oz. of water. Two sheets of U-Save picked up 2 oz. Three
sheets of Bounty picked up the whole 1/2 cup of water. Three
sheets of U-Save picked up 3 oz of water.
IV. Summary and Conclusion
Bounty picks up almost 50% more water than the U-Save Brand of
paper towels. Therefore, I accept my hypothesis which stated that
Bounty would pick up more liquid than U-Save Brand.
V. Application
My findings could be used in the world outside the classroom by
parents. If they spill something like a chemical, they should use
Bounty to wipe it up because Bounty is very absorbent. If they
use another brand, they may not wipe all the chemical up. Then
their baby might crawl into it and get it on their hands and then
rub their eyes or get it in their mouth and they could get very
sick and even die.
© 1997 John I. Swang, Ph.D.