The National Student Research Center
E-Journal of Student Research: Multi-Disciplinary
Volume 6, Number 4, July, 1998
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 Use Of Designer Health Masks
To Prevent the Spread Of Infectious Diseases Such As the Cold
and Flu In Schools
- The Influence Of Warming Up On Physical
Performance
- Which Liquid Has The Highest Viscosity?
- What Part Of Cary, Illinois Has The
Most Air Pollution?
- The Effects of Fertilizer on Plant
Growth
Math:
- Does The Pythagorean Theorem Work?
- Is The Formula C = D x Pi Always
Correct?
- Is The Formula For Finding The Surface
Area Of A Rectangular Prism Accurate?
Social Studies:
- A Student Survey About Cold and Flu
Epidemics In Schools
- What Do Students Know And Feel About
Prejudice?
SCIENCE SECTION
TITLE: The Use Of Designer Health Masks To Prevent the Spread
Of Infectious Diseases Such As the Cold and Flu In
Schools
STUDENT RESEARCHERS: Chris Chugden, James Rees, Whitney
Stoppel, and Amber French
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 how to
prevent the spread of infectious diseases such as the common
cold and flu. We are concerned about this problem in our
community's schools. Our hypothesis states that surgical masks
will significantly reduce the migration of microorganisms from
the nose and mouth to the medium of a petri dish.
II. METHODOLOGY:
First, we identified a problem within our community which was
viral epidemics in schools during the cold and flu season. Then
we developed a statement of purpose. Next, we wrote a review of
literature about epidemiology, viruses, the common cold,
influenza, diseases, and public health. Then we interviewed
numerous community health professionals and school officials
about viral epidemics in schools (the St. Tammany Parish School
Board School nurses, the St. Tammany Parish School Board Census
Department, the St. Tammany Parish Health Unit, and the St.
Tammany Parish Hospital Health Education Program). From the
information we gathered, we developed our hypothesis.
We then developed a methodology to test our hypothesis. Next,
we gathered the materials needed to conduct our research:
sterile plastic petri dishes (with a lid), surgical masks, Knox
plain gelatin, and a data collection form. Then we began our
experimentation. First, we opened a bag of sterile petri dishes
and prepared the Knox plain gelatin which would be used as the
growing medium. We laid down twelve petri dishes on a table.
We filled the petri dishes with 62.5 milliliters of Knox plain
gelatin and immediately covered them. The first 4 petri dishes
were used as controls. They were sealed and received no
treatment of any kind. The second set of 4 petri dishes were
opened and coughed on three times, from a distance of 30
centimeters, with a surgical mask on. The last set of 4 petri
dishes were coughed on three times, from a distance of 30
centimeters, without a surgical mask on. Everyday, for six
days, we observed the dishes to check for microorganisms growing
on the medium of the dishes. We recorded our data on our data
collection form.
After our observations, we analyzed our data using simple
statistics, graphs, and charts. Then we wrote a summary and
conclusion where we rejected or accepted our hypothesis.
Finally, we applied our findings to our school's environment.
Our controlled variables included the type and size of petri
dishes, the type of the surgical masks, the amount of coughs on
the petri dishes, the surroundings where the petri dishes were
put, the time period for observation, and the type and amount of
gelatin used. Our manipulated variable was coughing on the two
sets of experimental dishes with and without the surgical masks
on. Our responding variable was the growth amount of
microorganisms on the medium of the petri dishes.
One set (N=4) of petri dishes served as our control. A second
set (N=4) of petri dishes served as our Experimental Group 1.
We coughed on this set with surgical masks on. A third set of
petri dishes (N=4) served as our Experimental Group 2. We
coughed on this set without surgical masks on.
III. ANALYSIS OF DATA:
On day 6, the final day of our experiment, there was a total of
16 colonies of microorganisms growing on all 4 of the control
petri dishes. There was a total of 21 colonies of
microorganisms growing on all 4 of the Experimental Group 1
petri dishes which we coughed on with the surgical masks on.
There was a total of 137 colonies of microorganisms growing on
all 4 of the Experimental Group 2 petri dishes which we coughed
on without a surgical mask on.
On day 6, the final day of our experiment, the colonies of
microorganisms growing on all 4 of the control petri dishes had
an average diameter of 6.25 mm. The colonies of microorganisms
growing on all 4 of the Experimental Group 1 petri dishes had an
average diameter of 6.50 mm. The colonies of microorganisms
growing on all 4 of the Experimental Group 2 petri dishes had an
average diameter of 8.00 mm.
The Total Number Of Colonies Of Microorganisms On All The Petri
Dishes
Petri Dishes | Day 1 | Day 2 | Day 3| Day 4 | Day 5 | Day 6 |
All: Controls | | | | | | |
(N=4) | 0 | 1 | 2 | 11 | 14 | 16 |
All: Mask On | | | | | | |
(N=4) | 10 | 11 | 13 | 17 | 20 | 21 |
All: Mask Off | | | | | | |
(N=4) | 20 | 58 | 94 | 117 | 130 | 137 |
The Average Diameter (mm) Of The Colonies On All The Petri
Dishes
Petri Dishes | Day 1 | Day 2 | Day 3| Day 4 | Day 5 | Day 6 |
All: Controls | | | | | | |
(N=4) | 0 | .75 | 3.50 | 5.50 | 5.75 | 6.25 |
All: Mask On | | | | | | |
(N=4) | .75 | 2.00 | 2.25 | 5.00 | 6.00 | 6.50 |
All: Mask Off | | | | | | |
(N=4) | 4.00 | 4.50 | 5.00 | 6.25 | 7.00 | 8.00 |
IV. SUMMARY AND CONCLUSION:
Our data show that surgical masks will significantly reduce the
number and growth of microorganisms deposited on the petri
dishes when they are coughed on. Therefore, we accept our
hypothesis which states that the surgical masks will
significantly reduce the spread of microorganisms from the nose
and mouth to the medium of a petri dish.
It should be noted that the microorganisms observed growing on
the petri dishes were probably a mixture of mostly bacteria and
mold spores. We did not identify the microorganisms. The
incubation of viruses would require a different methodology.
This basically demonstrated what it would be like to cough on
someone accidentally. The petri dish could be considered
another person's face. When the surgical mask is on, the
probability that the person which was coughed on will be
infected with common cold and flu germs is greatly reduced.
V. APPLICATION:
Now we know that a surgical mask will reduce the spread and
growth of microorganisms on a petri dish. We can apply this to
our school environment by starting a program that would get
students in schools to wear a surgical masks during the cold and
flu season.
We will design and distribute fashionable health masks with
widely known logos on them such as Nike, Tommy Hilfiger, Reebok,
Polo Sport, Adidas, etc or other works of art. This will
hopefully motivate students to wear the surgical masks during
the cold and flu season.
We will also produce an instructional video which will inform
students about the different ways that they can help protect
themselves from getting colds and the flu such as washing their
hands, keeping thing like pencils and fingers out of their nose
and mouth, not sharing eating utensils, not drinking out of the
same can, cup, or bottle, covering their nose and mouth with
your hands or their arm when they cough or sneeze, ventilating
their classroom, staying away from sick students, and staying
home when they are sick so no one else will get infected from
their disease.
Title: The Influence Of Warming Up On Physical Performance
Student Researchers: Laure Deffois, David Lucas, and Anna
Baumard
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 know that warming up is necessary in order to avoid
straining, sprains, and pulling muscles. We can then wonder
what effect warming up has on a person when physically
exercising. Our hypothesis states that a warming up activity
triggers a significant increase in physical performances.
II. Methodology
In order to verify our hypothesis, we have chosen to test the
effectiveness of warming up activities on human beings. We have
chosen several categories of people according to their ages,
their sex, and their sport abilities.
So before each person warmed up, they took the following
position: they stood up with their legs straight and tensed,
then they leaned forward and crossed their arms trying to get
their elbows down as best as they could. We measured the
distance between their elbows and the floor. Then we again
measured the distance between their elbows and the floor after a
warming up activity.
We looked for a difference between the first measurements and
the last ones. This made it possible for us to assess each
subject's performance before and after warming up. In our
experiment, an increase in physical performances is shown by a
decrease of the measured distance between the elbows and the
floor.
III. Analysis of Data
The performance of every individual dramatically got better on
account of the warming up activities. For anyone, whatever
their age, sex or sport ability, the distance between the elbows
and the floor significantly decreased after warming up.
IV. Summary and Conclusion
Our findings indicate that warming up leads to an increase in
physical performance. Therefore, our hypothesis is confirmed.
Warming up favors sport performance. It would be interesting to
repeat our experiment using other warming up exercises, sports
performances, and other sorts of people to see if we get the
same results.
V. Application
We have showed that physical performance increases thanks to
warming up exercises. Indeed, this warming up favors blood
circulation and increases the temperature of muscles. It also
increases the oxygen supply of muscles as well as the
flexibility of muscular fibres. In conclusion, if muscles are
prepared for physical exercise by warming up, performance will
then be better without any risk for the person.
TITLE: Which Liquid Has The Highest Viscosity?
STUDENT RESEARCHERS: John Casey and Amber French
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
viscosity of different liquids. Our hypothesis states that
water will have the lowest viscosity of the liquids tested.
II. METHODOLOGY:
First, we identified our topic. Then we wrote a statement of
purpose. Next, we wrote a review of literature about viscosity,
density, mass, weight, liquids, molasses, water, petroleum, and
liquid soap. Then we stated our hypothesis.
Next, we developed a methodology to test our hypothesis. Then
we conducted the experiment. The first step was to gather our
materials. Second, we filled a 100 ml. graduated cylinder (21
cm. tall with a diameter of 2.5 cm.) with 100 ml. of molasses.
Then we took a marble that weighed 5.7 grams and had a diameter
of 1 1/2 cm. and dropped it into the liquid from a distance of 1
mm above the surface of the liquid. We timed how long it took
for the marble to reach the bottom of the graduated cylinder.
We repeated this procedure three times. We also tested water,
oil, alcohol, honey, and liquid soap.
We recorded the data on our data collection sheet. We then
analyzed our data using charts and graphs. Next, we wrote our
summary and conclusion where we accepted/rejected our
hypothesis. Then we applied our findings to the world outside
the classroom.
III. ANALYSIS OF DATA:
On trial one with the water, it took .89 sec. for the marble to
reach the bottom of a 100 ml. graduated cylinder that was 21 cm.
tall. On trial two with the water, it took .61 sec. for the
marble to reach the bottom. On trial three with the water, it
took .72 sec. The average was .74 sec. On trial one with the
alcohol, it took .55 sec. for the marble to reach the bottom of
the graduated cylinder. On trial two with the alcohol, it took
.51 sec. for the marble to reach the bottom. On trial three
with the alcohol, it took .62 sec. The average was .56 sec. On
trial one with the oil, it took 4.04 sec. for the marble to
reach the bottom of the graduated cylinder. On trial two with
the oil, it took 3.72 sec. for the marble to reach the bottom.
On trial three with the oil, it took 3.68 sec. The average was
3.81 sec. On trial one with the liquid soap, it took 3.54 sec.
for the marble to reach the bottom of the graduated cylinder.
On trial two with the liquid soap, it took 3.33 sec. for the
marble to reach the bottom. On trial three with the liquid
soap, it took 4.81 sec. The average was 3.89 sec. On trial
one with the honey, it took 71 sec. for the marble to reach the
bottom of the graduated cylinder. On trial two with the honey,
it took 89 sec. for the marble to reach the bottom. On trial
three with the honey, it took 73 sec. The average was 77.67
sec.
IV. SUMMARY AND CONCLUSION:
The longer it took for the marble to reach the bottom of the
graduated cylinder, the higher viscosity of the liquid. Alcohol
had the lowest viscosity and honey had the highest viscosity.
Therefore we reject our hypothesis which stated that water would
have the lowest viscosity.
V. APPLICATION:
We can apply our findings to the world outside the classroom by
using this information when making brake fluid, since we would
want a liquid with a low viscosity. We can also apply our
findings when making shock absorbers and making lubricants,
since we would want a liquid with a high viscosity to make
things work smoother.
Title: What Part Of Cary, Illinois Has The Most Air Pollution?
Student Researcher: Kelley Mullaney
School Address: Cary Jr. High School
233 Oriole Tr.
Cary, IL 60013
Grade: Seventh
Teacher: Mrs. Shietzelt
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
My topic is on air pollution. My hypothesis states that the
middle of town will have the most air pollution because there is
a train station, a stop light, a bank, and shops there that
people drive to.
II. METHODOLOGY:
I tested my hypothesis by putting 3" by 5" index cards out in
five locations around the town. The materials that I used were
2 jars of Vaseline, 1 roll of duct tape, 12 thumb tack, 54 3 by
5 index cards, and 1 jar. I put the Vaseline coated cards all
around town and I put one card in an air tight jar for a
control. First, I measured 1/2 of gram of Vaseline. Then I
drew a perfect circle on 45 of the cards. Then I smeared the
Vaseline evenly on all 45 cards. Then I asked my parents to
drive me to five locations in town. I left each cards outside
for 48 hours and then picked them up and put new cards out. I
put out a total of nine cards in each location. When I got home
I counted the particles of air pollution on each card and
recorded the data. Finally, I put the cards in a safe place
where no one could bother them.
III. ANALYSIS OF DATA:
The total number of air pollution particles for all 9 trails in
the north part of town was 192. The total number of air
pollution particles for all 9 trails in the south part of town
was 147. The total number of air pollution particles for all 9
trails in the east part of town was 196. The total number of
air pollution particles for all 9 trails in the west part of
town was 215. The total number of air pollution particles for
all 9 trails in the central part of town was 1324. The total
number of air pollution particles for the control was 1.
IV. SUMMARY AND CONCLUSION:
I found out that the central part of Cary has the most air
pollution. My data led me to accept my hypothesis because the
total number of air pollution particles there were significantly
higher than anywhere else in town.
Further research could be done where I put the cards out in
different locations around town to see what air pollution is
like there. Also, I would count the air pollution particles
with a microscope instead of a magnifying glass to get a more
accurate indication of the amount of air pollution.
V. APPLICATION:
My findings can help our town solve its air pollution problem
because the town now knows where most of the pollution is
occurring.
Title: The Effects of Fertilizer on Plant Growth
Student Researcher: Caroline Martin
School Address: Parcells Middle School
20600 Mack Ave.
Grosse Pointe Woods, Michigan 48236
Grade: 8
Teacher: Marie DeLuca
I. Statement of Purpose and Hypothesis:
The purpose of my experiment was to discover if plant growth
varies with the amount of fertilizer administered. My
hypothesis stated that daily fertilization allows for more plant
growth. I believed this because fertilized plants are usually
taller and healthier than unfertilized plants.
II. Methodology:
The materials necessary for my experiment were thirty identical
plant seeds, three identical pots, soil, water, synthetic plant
food, a ruler, an empty gallon-size bottle of milk, a 1/4
measuring cup, duct tape, a pen, and a 1/4 teaspoon.
The procedure for my experiment was very simple. It follows
below:
1) Make the fertilizer water solution according to the
directions on the package. 2) Poke holes on the bottom of the
pot for drainage. Take 2 cups of soil and pour it into the pot.
Place a piece of tape on the pot and write "Daily" on it. Now,
take ten seeds and sprinkle just below the upper surface of the
soil. 3) Place the pot by a windowsill. 4) Monitor the pot
every day. Water it with 1/4 cup of fertilizer water solution
each day. Make certain it is getting enough sunlight. Measure
the height of the seed sprouts each Sunday with a ruler and
record the week and the height onto a data table. 5) After a
period of 6 weeks, measure the plants for the final time and
record the results. Compare it to the other plants. 6) Repeat
steps 1-6 for the other plants, but, in step 3, write "Weekly"
on the label and, in step 6, water the plant with 1/4 cup of tap
water Monday through Saturday. On Sundays, water the plant with
1/4 cup of fertilizer water solution. 7) Now repeat steps 1-6
for the last plant, but in step 3 write "No fertilizer" on the
label and, in step 6, water the plant with 1/4 cup of tap water
each day.
The independent variable in the experiment was the amount of
fertilizer. The dependent variable was the height of the
plants. The controls in my experiment were amount of water,
amount of sunlight, amount and type of soil, amount and
temperature of water, type of pot, and the type of fertilizer.
III. Analysis of Data:
It took four weeks for the plants to develop an obvious
difference in height. The plants that were fertilized daily
grew about an inch a week, the plants that were fertilized
weekly grew about three quarters of an inch a week, and the
plants that were not fertilized grew about half an inch a week.
At
the end of the experiment, the plants that were fertilized daily
were nine inches tall. They were about one and a half inches
taller than the plants that were fertilized weekly.
IV. Summary and Conclusion:
Daily fertilization allows for more plant growth. My hypothesis
which stated that daily fertilization allows for more plant
growth was accepted. The plants that were fertilized daily
grew nine inches tall, the plants that were fertilized weekly
grew seven and half inches, and the plants that were not
fertilized grew five inches tall.
V. Application:
I would suggest that gardeners apply my research only to plants
grown indoors. For further research, I would like to test the
effects of daily fertilizing over a long period of time and also
observe the effects of fertilization in plants grown outdoors.
I highly suggest giving fertilizer to those growing plants in
pots indoors, since it does allow plants to grow healthier and
fuller.
MATH SECTION
TITLE: Does The Pythagorean Theorem Work?
STUDENT RESEARCHERS: John Casey and Whitney Stoppel
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE:
We would like to do a mathematical proof regarding the
Pythagorean Theorem which states that for any right triangle the
square of the hypotenuse is equal to the sum of the squares of
the other two sides (a2 + b2 = c2). We want to see if the
theorem works with right triangles of all sizes. Our hypothesis
states that the Pythagorean Theorem will always work for any
size of right triangle.
II. METHODOLOGY:
First we chose a topic. Then we developed a statement of
purpose. Then we wrote a review of literature about Pythagoras,
triangles, angles, the Pythagorean Theorem, and mathematics.
Then we developed a hypothesis.
Then we wrote a methodology to test our hypothesis. Then we
gathered our materials which included a ruler, graph paper,
pencils, grid, and a data collection sheet. Then we drew ten
different sized right triangles on the graph paper. Then we
measured the sides of all ten triangles. We took the
measurements for each triangle and calculated the size of the
hypotenuse using the Pythagorean Theorem. Then we used the
graph paper to find the size of the hypotenuse. We squared each
side of the right triangle and counted the number of square
centimeters inside each side's square. Then we compared the
size of the hypotenuse found using the formula and the graph
paper. We did this to each of the triangles recording our data
on a data collection sheet.
Then we analyzed our data on charts and graphs. Next, we wrote
our summary and conclusion where we accepted/rejected our
hypothesis. Finally, we applied our findings to the world
outside the classroom.
III. ANALYSIS OF DATA:
For triangle one, the hypotenuse was 40.8 centimeters squared
when counted and 41 centimeters squared when calculated with the
formula a2 + b2 = c2. The difference between the counted and
calculated values was .20 centimeters squared. For triangle
two, the hypotenuse was 10.24 centimeters squared when counted
and 10 centimeters squared when calculated using the formula.
The difference between the counted and calculated values was .24
centimeters squared. For triangle three, the hypotenuse was
34.2 centimeters squared when counted and 34 centimeters squared
when calculated. The difference between the counted and
calculated values was .20 centimeters squared. For triangle
four, the hypotenuse was 17.6 centimeters squared when counted
and 17 centimeters squared when calculated. The difference
between the counted and calculated values was .40 centimeters
squared. For triangle five, the hypotenuse was 25.0 centimeters
squared when counted and 25 centimeters squared when calculated.
The difference between the counted and calculated values was .0
centimeters squared. For triangle six, the hypotenuse was 13.68
centimeters squared when counted and 13 centimeters squared when
calculated. The difference between the counted and calculated
values was .68 centimeters squared. For triangle seven, the
hypotenuse was 84.64 centimeters squared when counted and 85
centimeters squared when calculated. The difference between the
counted and calculated values was .36 centimeters squared. For
triangle eight, the hypotenuse was 9.0 centimeters squared when
counted and 8 centimeters squared when calculated. The
difference between the counted and calculated values was 1.0
centimeters squared. For triangle nine, the hypotenuse was
27.04 centimeters squared when counted and 26 centimeters
squared when calculated. The difference between the counted and
calculated values was 1.04 centimeters squared. For triangle
ten, the hypotenuse was 73.96 centimeters squared when counted
and 74 centimeters squared when calculated. The difference
between the counted and calculated values was .04 centimeters
squared.
The average difference between the counted and calculated values
for all hypotenuse was .42 centimeters squared.
|cm squared|cm squared|cm squared|
|Difference| Counted |Calculated|
| Between |Hypotenuse|Hypotenuse = A | B
| C and M | Squared | Squared | Squared| Squared|
(M) (C)
1 | 0.20cm2 | 40.8 | 41 | 16 | 25 |
2 | 0.24cm2 | 10.24 | 10 | 1 | 9 |
3 | 0.20cm2 | 34.2 | 34 | 9 | 25 |
4 | 0.40cm2 | 17.6 | 17 | 1 | 16 |
5 | 0.00cm2 | 25.0 | 25 | 16 | 9 |
6 | 0.68cm2 | 13.68 | 13 | 04 | 9 |
7 | 0.36cm2 | 84.64 | 85 | 36 | 49 |
8 | 1.00cm2 | 9.0 | 8 | 4 | 4 |
9 | 1.04cm2 | 27.04 | 26 | 1 | 25 |
10| 0.04cm2 | 73.96 | 74 | 49 | 25 |
| 0.42cm2 | Average Difference
IV. SUMMARY AND CONCLUSION:
We found that this formula does work, therefore we accept our
hypothesis which stated that the Pythagorean Theorem will always
work for any size of right triangle. The small difference
between the counted and calculated values for the hypotenuse was
due to the inaccuracy of our ruler and graph paper. The
research should be done again using more accurate instruments of
measurement.
V. APPLICATION:
We are able to apply our findings to the world outside the
classroom by showing construction workers how to build roofs for
houses or other triangular objects. We can also use this
information when we are in school. Another thing we can use our
finding for is making ramps with a specific height or length.
TITLE: Is The Formula C = D x Pi Always Correct?
STUDENT RESEARCHERS: Chris Chugden and Amber French
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We would like to see if the formula for finding the
circumference of a circle, C = Pi x D, is always correct no
matter how big or small a circle is. Our hypothesis states that
the formula C = Pi x D will always be accurate no matter how big
or small the circle is.
II. METHODOLOGY:
First, we chose a topic. Then we wrote our statement of
purpose. Next we wrote our review of literature about
mathematics, Pi, geometry, circumference, diameter, and circles.
Then we wrote a hypothesis.
Next, we developed a methodology to test our hypothesis. Then
we gathered our materials for our experiment which included
cardboard, paper, pencil, scissors, tape measure, and the
formula C = Pi x D. Next, we made 10 circles out of cardboard
with different diameters. We calculated the circumference of
the circles three times each using the formula C = Pi x D. To
test the formula we got a tape measure and measured around the
circle. We repeated these steps three times with the other
circles, also. We recorded our results on our data collection
sheet.
After we gathered our data, we marked down the results on a data
collection form. We used the form to conduct our analysis of
data (charts, graphs). Then we wrote a summary and conclusion
where we accepted/rejected our hypothesis. After concluding the
project, we applied our findings to the world outside the
classroom.
III. ANALYSIS OF DATA:
Our first circle had a diameter of 17 cm. The difference
between the circle's circumference calculated by the formula and
measured a tape measure was 3.98 cm. The second circle had a
diameter of 19.5 cm. The difference between the circle's
circumference calculated by the formula and a tape measure was
2.9 cm. The third circle had a diameter of 11.2 cm. The
difference between the circle's circumference calculated by the
formula and a tape measure was 1.83 cm. The fourth circle used
had a diameter of 7.4 cm. The difference between the circle's
circumference calculated by the formula and a tape measure was
0.24 cm. Circle five had a diameter of 8.3 cm. The difference
between the circle's circumference calculated by the formula and
a tape measure was 0.86 cm. Circle six had a diameter of 5 cm.
The difference between the circle's circumference calculated by
the formula and a tape measure was 0.30 cm. Circle seven had a
diameter of 10 cm. The difference between the circle's
circumference calculated by the formula and a tape measure was
0.10 cm. Circle eight had a diameter of 13.5 cm. The
difference between the circle's circumference calculated by the
formula and a tape measure was 0.61 cm. Circle nine had a
diameter of 16 cm. The difference between the circle's
circumference calculated by the formula and a tape measure was
3.24 cm. Circle ten had a diameter of 10.4 cm. The difference
between the circle's circumference calculated by the formula and
a tape measure was 0.26 cm.
Measured
Circle | Pi x Diameter = Circum. | Circum. | Difference |
| 1 | 3.14 | 17.0cm | 53.38cm | 49.40cm | 3.98cm |
| 2 | 3.14 | 19.5cm | 61.30cm | 58.40cm | 2.90cm |
| 3 | 3.14 | 11.2cm | 35.17cm | 37.00cm | 1.83cm |
| 4 | 3.14 | 7.4cm | 23.24cm | 23.00cm | 0.24cm |
| 5 | 3.14 | 8.3cm | 26.06cm | 25.20cm | 0.86cm |
| 6 | 3.14 | 5.0cm | 15.70cm | 16.00cm | 0.30cm |
| 7 | 3.14 | 10.0cm | 31.40cm | 31.50cm | 0.10cm |
| 8 | 3.14 | 13.5cm | 42.39cm | 43.00cm | 0.61cm |
| 9 | 3.14 | 16.0cm | 50.24cm | 47.00cm | 3.24cm |
| 10 | 3.14 | 10.4cm | 32.66cm | 32.40cm | 0.26cm |
|AVERAGE DIFFERENCE 1.43cm |
IV. SUMMARY AND CONCLUSION:
The average difference between the measured circumference and
the calculated circumference for all the circles was 1.43 cm.
Six of the ten circles had a difference of less than one
centimeter. Therefore, we accept our hypothesis which stated
that the formula C = Pi x D will always give the correct length
of a circle's circumference no matter how big or small the
circle is. Our experimental data wasn't always exactly the same
as the data obtained from the formula because the precision of
our measuring instruments and procedure was lacking. This
project needs to be repeated with more precise measuring
utensils.
V. APPLICATION:
We can apply our findings by using the formula in calculating
the circumference of circles for math projects in schools and
for other everyday uses such as constructing a fence. If the
area is circular, than you would need the circumference of the
area to find out how much fencing you need. Another use of our
findings could be in projects in the future that have to do with
Pi.
TITLE: Is The Formula For Finding The Surface Area Of A
Rectangular Prism Accurate?
STUDENT RESEARCHER: Christine O'Rourke 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 mathematical proof to find out if the
formula for finding the surface area of a rectangular prism,
2(lw + lh + wh), is accurate. Our hypothesis states that the
formula for finding the surface area of a rectangular prism,
2(lw + lh + wh), is accurate.
II. METHODOLOGY:
First, we choose our topic. Then we wrote our statement of
purpose. Next, we researched our topics and wrote a review of
literature about mathematics, geometry, prisms, and rectangles.
Then we wrote our hypothesis.
Next, we developed a methodology. Then we conducted our
research. First, we found ten different size rectangular
prisms. Then we glued graph paper to all of the faces of the
ten rectangular prisms. Then we counted all the squares on the
graph paper to find the surface area of each rectangular prism.
Then we measured the length, width, and height of the prism and
used these values in the formula, 2(lw + lh + wh), to find the
surface area of each prism. Next, we recorded our information
in our data collection sheet. Then we compared the two surface
area values for each prism to see if the formula really worked.
After that, we wrote our summary and conclusion where we
accepted or rejected our hypothesis. Finally, we applied our
findings to the world outside our classroom.
III. ANALYSIS OF DATA:
The Surface Area Of Ten Rectangular Prisms
Counted
|Height |Width|Length|Formula|Squares|Difference|
R.P. 1 | 17.4 |10.4 | 2.2 | 484.24| 484.24| 0.0 |
R.P. 2 | 12.5 | 1.5 | 14.0 | 409.00| 411.3 | 2.3 |
R.P. 3 | 17.5 | 2.5 | 10.5 | 497.00| 500.2 | 3.2 |
R.P. 4 | 19.0 |11.6 | 4.0 | 685.6 | 685.6 | 0.0 |
R.P. 5 | 20.4 |13.4 | 3.6 | 776.48| 785.28| 8.8 |
R.P. 6 | 20.2 | 7.4 | 16.8 |1203.88|1205.36| 1.48 |
R.P. 7 | 19.6 |16.8 | 9.4 | 940.56| 944.4 | 3.88 |
Average| | | | | | 2.9 |
R.P.- Rectangular Prism
When the squares on the graph paper were counted for rectangular
prism 1, it had a surface area of 484.24 sq. centimeters. When
using the formula, it had a surface area of 484.24 sq.
centimeters. The difference was 0. When the squares on the
graph paper were counted for rectangular prism 2, it had a
surface area of 411.3. When using the formula, it had a surface
area of 409. The difference was 2.3. When the squares on the
graph paper were counted for rectangular prism 3, it had a
surface area of 497. When using the formula, it had a surface
area of 500.2. The difference was 3.2. When the squares on the
graph paper were counted for rectangular prism 4, it had a
surface area of 685.6. When using the formula, it had a surface
area of 685.6. The difference was 0. When the squares on the
graph paper were counted for rectangular prism 5, it had a
surface area of 785.28. When using the formula, it had a
surface area of 776.48. The difference was 8.8. When the
squares on the graph paper were counted for rectangular prism 6,
it had a surface area of 1205.36. When using the formula, it
had a surface area of 1203.38. The difference was 1.98. When
the squares on the graph paper were counted for rectangular
prism 7, it had a surface area of 944.4. When using the
formula, it had a surface area of 940.56. The difference was
3.84. The average difference between the values for the surface
area found with the graph paper and the formula was 2.9 sq.
centimeters.
IV. SUMMARY AND CONCLUSION:
We have found in this experiment that the formula for finding
the surface area of a rectangular prism, 2(lw + lh + wh), is
accurate. Therefore we except our hypothesis which stated that
the formula, 2(lw + lh + wh), is accurate for rectangular prisms
of all sizes.
This research needs to be repeated using more precise instrument
measurements to reduce measurement error. The differences we
found between the values for the surface area when counting
square on the graph paper and using the formula were due to
inaccurate measurements.
V. APPLICATION:
We can apply this to the world by telling math text book
companies that they don't have to change their books because the
formula, 2(lw + lh + wh), is accurate.
SOCIAL STUDIES SECTION
TITLE: A Student Survey About Cold and Flu Epidemics In Schools
STUDENT RESEARCHERS: Chris Chugden, Amber French, James Rees,
and Whitney Stoppel
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 about cold and flu epidemics in schools. We would also
like to find out about students behavior at school which might
expose them to germ that could make them sick. We are concerned
about this problem in our community's schools.
Our hypothesis states that the majority of students will be at a
high risk of getting sick because of their behavior at school.
II. METHODOLOGY:
First, we identified a problem within our community which was
viral epidemics in schools during the cold and flu season. Then
we developed a statement of purpose. Next, we wrote a review of
literature about epidemiology, viruses, the common cold,
influenza, diseases, and public health. Then we interviewed
numerous community health professionals and school officials
about viral epidemics in schools (the St. Tammany Parish School
Board School nurses, the St. Tammany Parish School Board Census
Department, the St. Tammany Parish Health Unit, and the St.
Tammany Parish Hospital Health Education Program). From the
information we gathered, we developed our hypothesis and a
methodology for testing our hypothesis. Next, we constructed
our questionnaire on the students' knowledge and experiences
with cold and flu epidemics in school. Then we handed out the
questionnaire to 117 randomly chosen 4th, 5th, and 6th grade
students at Mandeville Middle School in Mandeville, Louisiana,
USA. Then we put it out on the Internet for students around the
district, state, nation, and world to complete. After the
completed questionnaires were returned, we scored them and
recorded the data on a data collection form. After that, we
analyzed our data using simple statistics, charts and graphs.
Then we wrote our summary and conclusion where we accepted or
rejected our hypothesis. Finally, we applied our findings to
our school environment.
VIII. ANALYSIS OF DATA:
A total of 1,801 students in grades 2 through 12 from
California, Louisiana, Virginia, Illinois, Washington, DC,
Mississippi, Wisconsin, Connecticut, Georgia, Washington, Iowa,
Vermont, Massachusetts, Texas, Kentucky, Montana, New York,
Nebraska, Michigan, Oregon, Kansas, Florida, Australia, New
Zealand, and Brazil responded to our questionnaire.
A majority of 86% of the students responding to our
questionnaire reported that lots of students at their schools
get sick during the cold and flu seasons. A majority of 82%
reported that they usually catch a cold or the flu from someone
at school.
At Risk Behavior
A majority of 62% reported that they usually do not use soap
when they wash their hands at school. A majority of 80%
reported that they usually don't wash their hands with soap
before they eat lunch at school. A majority of 93% reported
that they usually don't wash their hands with soap before they
eat a snack at school. A majority of 62% reported that they
usually share a drink with a friend at school by drinking out of
the same bottle, cup, glass, or can. A majority of 81% reported
that they usually share snacks with their friends at school by
eating out of the same bag or container. A majority of 78%
reported that they usually chew on their pencil, pen, or finger
nails during class while at school. A majority of 58% reported
that they usually don't stay away from their friends if they
come to school sick. A majority of 87% reported that they
usually lick their fingers after they have eaten a snack. A
majority of 72% believe that everyone picks their nose with
their fingers at one time or another. A majority of 73% believe
everyone picks their teeth with their fingers at one time or
another. A majority of 61% reported that their teachers usually
do not keep their classrooms ventilated by opening a window or a
door during the day. A majority of 73% reported that their
classrooms usually get hot and stuffy in the winter time. A
small majority of 51% reported that they stay home from school
when they are sick with a cold or the flu, but a majority of 54%
also reported that their parents usually make them go to school
when they have a cold or the flu.
Healthy Behavior
A majority of 78% reported that they cover their mouth and nose
when they sneeze or cough. A majority of 76% reported that they
usually don't share the same plate, fork, knife, or spoon when
eating with their friends at school. A small majority of 51%
reported that their mouth or cheek doesn't usually touch the
water fountain at school when they are getting a drink because
the water does not come out strong enough. A majority of 57%
reported that other students rarely cough or sneeze on them at
school.
Factual Questions
A majority of 61% of the students did not know that colds and
the flu are caused by viruses. A majority of 85% knew that they
can reduce the spread of germs by covering their nose and mouth
when they cough or sneeze, washing their hands frequently, and
keeping their fingers, pencils, etc. out of their nose and
mouth. A majority of 70% knew that touching phones, computer
keyboards, library books, door knobs, desks, toilet flush
handles, and chairs at school is a good way to contaminate their
hands with germs that can make them sick.
Designer Health Mask
A majority of 60% reported that they would NOT be willing to
wear their very own Designer Health Mask at school during the
cold and flu season.
IX. SUMMARY AND CONCLUSION:
A total of 1,801 students from our school district and around
the world responded to our questionnaire.
A majority of students do not use soap to wash their hands at
school before eating lunch and snacks. They share snacks out of
the same bag and drink out of the same container with friends.
They do not stay away from their friends when they come to
school sick. They chew on pencils, pens, and finger nails in
class and lick their fingers after eating snacks. They also
believe that students pick their teeth and nose with their
fingers.
A majority of students report that they, and lots of other
students, get sick at school during cold and flu seasons. They
try to stay home when they are sick, but their parents sometimes
send them to school even though they are ill. Their classrooms
are not usually ventilated by their teacher and get hot and
stuffy during the winter.
A majority would not be willing to wear a Designer Health Mask.
Students in the lower grades tend to be more willing to wear the
Designer Health Mask than students in the middle and upper
grades. This finding clearly demonstrates how important a
health training program for the students' is. Students must be
educated about how a Designer Health Mask can help keep them
well during the cold and flu season.
Finally, 83% of the students who responded to our questionnaire
reported that they usually catch a cold or the flu from someone
at school. Therefore, we accept our hypothesis which stated
that the majority of students will be at a high risk of getting
sick because of their behavior at school.
X. APPLICATION:
Now we know what behaviors and experiences students have at
school that can expose them to germs which could cause them to
get sick. We can apply this to our school environment by
starting a program that would get students in schools to change
their behavior and to wear Designer Health Masks during the cold
and flu season.
We will distribute surgical masks to students and show them how
to create fashionable health masks decorated with art work of
their choice. This will hopefully motivate students to wear the
masks during the flu and cold season.
We will also produce an instructional video which will inform
students about the different ways that they can help protect
themselves from getting colds and the flu such as washing their
hands, keeping thing like pencils and fingers out of their nose
and mouth, not sharing eating utensils, not drinking out of the
same can, cup, or bottle, covering their nose and mouth with
their arm when they cough or sneeze, ventilating their
classroom, staying away from sick students, and staying home
when they are sick so no one else will get infected from their
illness.
TITLE: What Do Students Know And Feel About Prejudice?
STUDENT RESEARCHER: Matt Kubicek and Whitney Stoppel
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 prejudice. Our hypothesis states that the
majority of the responses to the factual questions on our
questionnaire about prejudice will be answered correctly.
II. METHODOLOGY:
First, we chose our topic. Next, we wrote our statement of
purpose. Then we composed our review of literature about
prejudice, discrimination, apartheid, KKK, white supremacy
groups, genocide, civil rights, segregation, racism, anti-
semetism, sexism, ageism, bias, intolerance, and hatred.
Next, we developed our hypothesis and wrote our methodology to
test it. Then we developed our questionnaire about prejudice.
Then we drew a random sample of 26 sixth grade students at
Mandeville Middle School in Mandeville, Louisiana. We gave our
questionnaire to them. We also sent our questionnaire out over
NSRC's electronic school district on the Internet to a non-
random sample of students from all over the world. When the
completed questionnaires were returned we scored them. Then we
conducted our analysis of data using simple statistics, charts,
and graphs. Next, we wrote our summary and conclusion.
Finally, we applied our findings to the world outside our
classroom.
III. ANALYSIS OF DATA:
A majority of 92% of the students we surveyed knew that
prejudice is a hostile and negative attitude towards someone. A
majority of 58% of the students we surveyed knew that
discrimination is an unjustified negative and harmful action. A
majority of 75% of the students we surveyed did not know that
racial segregation sanctioned by law and widely practiced in
South Africa was called apartheid. A majority of 92% of the
students we surveyed did not know that anti-Semitism is the
prejudice against Jews. All of the students we surveyed did not
know that at age 5-6 children's attitudes, values, and beliefs
which lead to prejudice are learned. A majority of 58% of the
students we surveyed knew that Nathan B. Forest started the KKK.
A majority of 75% of the students we surveyed knew that The
Americans with Disabilities Act provided handicapped people
protection under the law from discrimination. None of the
students we surveyed knew that bias is to treat others in a
prejudicial way. A majority of 75% of the students we surveyed
did not know that segregation is the separation of some people
within a society from others. A majority of 92% of the students
we surveyed knew that racism is the belief that a certain race
is better than another. A majority of 75% of the students we
surveyed knew that ageism is the belief that a certain age is
better than another. A majority of 83% of the students we
surveyed knew that stereotypes are the belief that all
individuals of a race or group are the same. A majority of 83%
of the students we surveyed knew that the Civil Rights
guarantees freedom, justice, and equality to all people no
matter what their race, religion, gender, or other
characteristic unrelated to the worth of the individual is. A
majority of 64% of the students we surveyed knew that biological
differences, rapid social change, historical beliefs, and
cultural differences all cause racism. A majority of 73% of the
students we surveyed knew that sexism is the prejudice against a
different gender. A majority of 58% of the students we surveyed
knew that genocide is the rapid killing of a certain race or
group. A majority of 73% of the students we surveyed did not
think that everyone has prejudices. A majority of 67% of the
students we surveyed knew that white supremacy groups are active
now in the United States of America.
A majority of 58% of the students we surveyed thought that they
did not have prejudices.
IV. SUMMARY AND CONCLUSION:
A small majority of 58% of the factual questions on our
questionnaire about prejudice were answered correctly. We
accept our hypothesis which stated that the majority of the
responses to the factual questions on our questionnaire about
prejudice will be answered correctly. It should be noted that
almost half (42%) of the responses to the factual questions were
answered incorrectly. This shows a significant lack of
awareness about this important social problem today.
V. APPLICATION:
We can apply our findings by informing the government and
schools that more about prejudice in all its forms needs to be
taught in school.
© 1998 John I. Swang, Ph.D.