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THE E-JOURNAL OF STUDENT RESEARCH has been made possible through grants provided by the United States Department of Education, South Central Bell Telephone, American Petroleum Institute, Intertel Foundation, Springhouse Publishing Corporation, Graham Resources, Inc., Chevron Oil Company, Central Louisiana Electric Company, Louisiana State Department of Education, and National Science Foundation. Mandeville Middle School and the National Student Research Center thank these organizations for their generous support of education.
TABLE OF CONTENTS
Science Section:
1. The Effect of Temperature on Chemical Reactions
2. Incline Planes and Rolling Balls
Social Studies Section:
1. Student Knowledge of Alcohol Terms
2. What Would Third Graders Do If Offered Drugs?
3. Student Knowledge of Cocaine
4. What Students Know About Marijuana
Language Arts Section:
1. Who Spells Better? Boys or Girls
2. Identifying Types of Sentences
SCIENCE SECTION
TITLE: Plop, Plop, Fizzle, Fizzle
STUDENT AUTHOR: Matt Brown
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: E. Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to do a research project on the effect of temperature on
a chemical reaction. I wanted to find out what kind of water an
Alka-Seltzer tablet would dissolve fastest in. My hypothesis
states that the Alka-Seltzer tablets will dissolve faster in hot
water than in cold or room temperature water.
II. METHODOLOGY:
First, I stated my purpose, developed my hypothesis, and reviewed
the literature. Next, I gathered the following items: digital
timer, 3 cups, and a box of Alka-Seltzer tablets. Then I filled
the cups with either hot, cold, or room temperature water. Next,
I took out an Alka-Seltzer tablet, dropped it into the water, and
started the timer with my other hand. When the tablet had fully
dissolved I stopped the timer and emptied the cup. Next, I
recorded the time results of each test. I repeated the entire
procedure twice and switched the different types of water.
Finally, I analyzed my data, wrote my conclusion, and applied my
findings to the real world.
III. ANALYSIS OF DATA:
For Test 1, hot water dissolved the tablet after 29 seconds. For
Test 2, it took 28 seconds. For Test 3, the time for complete
dissipation took 27 seconds. The tablet dissolved in an average
of 28 seconds in hot water. For cold water, 45 seconds were
needed for dissolving time in Test 1. For Test 2, it took 49
seconds. For Test 3, it took 39 seconds. The average time for
cold water was 44 seconds. Room temperature water needed 35
seconds to dissolve a tablet in Test 1, 27 seconds for Test 2, and
32 seconds for Test 3. The average time for room temperature
water was 31 seconds.
IV. SUMMARY AND CONCLUSION:
The Alka-Seltzer tablets in hot water dissolved in the shortest
amount of time. Therefore, I accept my hypothesis which stated
that an Alka-Seltzer tablet would dissolve fastest in hot water.
V. APPLICATION:
If a person is in great pain and needs fast relief, they can drop
an Alka-Seltzer into a glass of hot water and be relieved faster.
TITLE: Incline Planes and Rolling Balls
STUDENT AUTHOR: Brian South
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: E. Marino M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a scientific research project to see if a heavy
ball or a light ball will go farther after rolling off an inclined
plane. My hypothesis states that a heavier Golf Ball will go
farther than a lighter Ping Pong ball after rolling down an
inclined plane.
II. METHODOLOGY:
First, I stated my purpose, reviewed the literature, and developed
a hypothesis. Then I got a Golf Ball and a Ping Pong ball. Next,
I built a 10 cm. high inclined plane. Then I rolled both balls
down the inclined plane on carpet, concrete, and tile and recorded
how far they traveled. I repeated this four times. Then I
analyzed the data, wrote my summary and
conclusion, and applied my findings to the real world.
III. ANALYSIS OF DATA:
On the carpet, the Golf Ball rolled 78 cm, 82 cm, 72 cm, 73 cm,
and 58 cm, in each of the five trials for an average of 72.6 cm.
The Ping Pong ball rolled 58 cm, 60 cm, 53 cm, 59 cm, and 47 cm,
in each of the five trials for an average of 55.4 cm.
On the tile floor, the Golf Ball rolled 273 cm, 274 cm, 338 cm,
328 cm, and 315 cm in each of the five trials for an average of
305.6. The Ping Pong ball rolled 263 cm, 249 cm, 263 cm, 234 cm,
and 279 cm in each of the five trials for an average of 257.6 cm.
On concrete, the Golf Ball rolled 208 cm, 163 cm, 217 cm, 208 cm,
and 239 cm in each of the five trials for an average of 207 cm.
The Ping Pong ball rolled 129 cm, 123 cm, 137 cm, 152 cm, and 200
cm in each of the five trials for an average of 148.2 cm.
IV. SUMMARY AND CONCLUSION:
>From the experimental data, I found that the Golf Ball rolled
farther than the Ping Pong ball on each of the three surfaces.
Therefore, I accept my hypothesis which stated that the heavier
Golf Ball will roll farther than a lighter Ping Pong ball after
rolling down an inclined plane.
V. APPLICATION:
I could apply this to the real world by selecting a heavier ball
when bowling because heavier balls roll farther than lighter
balls.
SOCIAL STUDIES SECTION
TITLE: Compensation For Slavery
STUDENT RESEARCHER: Richard Kaufmann
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 5
TEACHER: Jamie Huard, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to do a research project in order to find out if students
think that the descendants of slaves need to be compensated for
the slave work their ancestors did. My hypothesis states that a
majority of the students surveyed will say that the descendants of
slaves need to be compensated for the slave work their ancestors
did.
II. METHODOLOGY:
First, I wrote my statement of purpose, review of the literature,
and hypothesis. Then I developed my questionnaire and distributed
them to twenty-two fifth grade students at Mandeville Middle
School. After they were returned, I scored them. My
questionnaire was also sent out to other schools in Massachusetts,
Connecticut, and Louisiana on the National Student Research
Center's Electronic School District. After compiling all my data
from the national survey, I analyzed the data. Next, I accepted
or rejected my hypothesis, wrote my summary and conclusion, and
applied my findings to the real world. I then published my
findings.
III. ANALYSIS OF DATA:
There were 68 students in grades 3-5 who responded to my survey.
Fifteen third grade students attended Mimosa Elementary School in
Luling, Louisiana. Fourteen fourth grade students attended North
Stratford School in Stratford, Connecticut. Seventeen fifth
graders attend Dawson School in Holden, Massachusetts. Twenty-two
fifth grade students attended Mandeville Middle School in
Mandeville, Louisiana. Fifty-two students were of European
American descent. Three students were of African American descent.
And thirteen students were of other racial heritages.
A majority of 54 students were not aware of the fact that there is
presently a large lawsuit against the Federal Government brought
by the descendants of slaves seeking financial compensation for
the slave work their ancestors did. A small majority of 38
students think that the descendants of slaves should not be
compensated for their ancestor's work as slaves. A small majority
of 35 thought that, if the descendants of slaves were compensated,
the Federal Government should pay the bill not the descendants of
former slave owners. A majority of 45 students did not know that
George Washington owned slaves. A majority of 48 students do not
think that slavery is a part of our national history that should
just be forgotten. A majority of 64 students think that they are
not responsible for what happened in America's past, especially
slavery. A majority of 67 students thought that slavery was not
morally correct. A majority of 50 students thought that all human
beings are created equal. A small majority of 43 students knew
that at one time the United States Supreme Court ruled that
slavery was legal. A small majority of 38 students did know that
the United States Supreme Court ruled in 1857 that persons of
African descent could not be a citizen of the United States of
America.
IV. SUMMARY AND CONCLUSION:
My data indicates that most students do not think that descendants
of slaves should be compensated for the slave work their ancestors
did. Therefore, I rejected my hypothesis which stated that a
majority of the students surveyed would say that the descendants
of the slaves need to be compensated for the slave work their
ancestors did.
V. APPLICATION:
The majority of the students in my survey do not know a great deal
about slavery. While viewing slavery as morally wrong, they do
not fully understand the horrors of the holocaust the African
American slaves suffered. Teacher should teach more about slavery
in their classrooms.
TITLE: Student Knowledge of Alcohol Terms
STUDENT RESEARCHERS: Ian Duffy and Jeremy White
SCHOOL: Dawson Elementary School
Holden, Massachusetts
GRADE: 5
TEACHER: Wayne Boisselle, M. Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to find out what alcohol terms fourth graders at Dawson
School would know. Our hypothesis states that at least 60% of the
fourth graders would know about hangovers, at least 20% would know
about blackouts, and at least 10% would know about a relapses.
II. METHODOLOGY:
First, we wrote our statement of purpose, reviewed the
literature, and developed our hypothesis. Then we developed and
gave out our surveys to 40 randomly chosen fourth graders. Next,
we gathered the surveys, scored them, and analyzed our data.
Finally, we wrote a summary and conclusion, and applied our data
to the real world.
III. ANALYSIS OF DATA:
Thirty-three of the 40 surveys were returned. We discovered that
no students knew what a relapse was, 2 or 6% knew what a blackout
was, and 6 or 18% knew what a hangover was. Twenty-four percent
of the responding students got a correct answer.
IV. SUMMARY AND CONCLUSION:
We found in our research that fourth graders don't have much
knowledge of alcohol terms. They knew nothing about relapses,
unlike hangovers, which they still knew little about. They also
have little knowledge of blackouts. We therefore rejected our
hypothesis which stated that at least 60% of the fourth graders
would know about hangovers, at least 20% would know about
blackouts, and at least 10% would know about a relapse.
V. APPLICATION:
We could use the information to inform fourth grade teachers that
students coming into fourth grade don't know much about alcohol
terms.
TITLE : What Would Third Grade Students Do If Offered Drugs?
STUDENT RESEARCHERS: Andrea Grenache & Heather Marean
SCHOOL: Dawson Elementary School
Holden, Massachusetts
GRADE: 5
TEACHER: Wayne Boisselle, M. Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to know what 3rd grade students at Dawson School would
do if offered drugs. Our hypothesis stated that if offered drugs
by a friend, an older student, or a stranger, that least 55% would
say no and run away, at least 15% would not talk at all, and at
least 30% would tell someone.
II. METHODOLOGY:
First, we wrote our statement of purpose, reviewed the literature,
and developed a hypothesis. Next, we developed a survey and
distributed it to 40 randomly chosen 3rd graders. When the
surveys were returned we scored them and analyzed our data.
Finally, we wrote a summary and conclusion, and applied our
research to the real world.
III. ANALYSIS OF DATA:
We found that 24 students or 63% would say no if a friend offered
them drugs. Thirty-nine percent or 15 would say no if an older
student they knew offered them drugs. Thirty-two percent or 12
would say no if a stranger offered them drugs. Sixteen percent or
6 of the third graders students would run away if a friend offered
them drugs. Sixteen percent or 6 of the students would run away
if an older student offered them drugs. Forty-five percent or 17
of the third graders would run away if a stranger offered them
drugs. Twenty-one percent or 8 students would tell someone they
knew if a friend offered them drugs. Thirty-seven percent or 14
students would tell someone they knew if an older student they
knew offered them drugs. Forty-two percent or 16 students would
tell someone if a stranger offered them drugs. Thirty-two percent
or 8 of the third graders would say something other than no if a
friend offered them drugs. Eleven percent or 4 students would say
something other than no if an older student they knew offered them
drugs. Three percent or 1 student would say something other than
no if a stranger offered him drugs.
IV. SUMMARY AND CONCLUSION:
We found out that most of the third grade students would say no
and run away if offered drugs. Therefore, we accept the part of
our hypothesis which stated that at least 55% of the third graders
would say no and run away if offered drugs. We reject that part
of our hypothesis which stated that at least 15% would not talk at
all because everyone would say something. Finally, we accept the
third part of our hypothesis which stated that at least 30% of the
third grade students would tell someone if they were offered drugs
because 100% would tell someone.
V. APPLICATION:
We could use the information to inform the fourth grade teachers
that students coming into fourth grade could be taught more
strategies on what to say when someone offers them drugs.
TITLE: Student Knowledge of Cocaine
STUDENT RESEARCHERS: John Brantl & Timothy Dlugasz
SCHOOL: Dawson School
Holden, MA
GRADE: 5
TEACHER: Wayne Boisselle, M. Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to find out if 4th graders at Dawson School know a body
part affected by cocaine. We also wanted to know if 4th graders
know how cocaine is taken and what they would do if they if they
were offered some. Our first hypothesis stated that at least 40%
of 4th graders know a body part affected by cocaine. Our second
hypothesis stated that at least 10% of the fourth graders know how
cocaine is taken. Our third hypothesis stated that at least 50%
of the fourth graders would know what to do if some one offered
them cocaine.
II. METHODOLOGY:
First, we wrote our statement of purpose, reviewed the literature,
and developed our hypothesis. Then we created a survey and
distributed it to 40 randomly chosen 4th graders. As the surveys
came back, we scored them and analyzed our data. Next, we wrote
our summary and conclusion. Finally, we applied our data to the
real world.
III. ANALYSIS OF DATA:
Of the 40 questionnaires given, 38 were returned. Twenty-six or
68% of the students knew at least one body part effected by
cocaine. Sixteen or 42% of the 4th graders knew one way cocaine
is taken. Thirty-three or 87% knew what to do if they were
offered cocaine.
IV. SUMMARY AND CONCLUSION:
More students knew a body part affected by cocaine than didn't.
Most of the
students know how cocaine is taken. More students knew what they
would do if offered cocaine than didn't. Therefore, we accept
all three of our hypotheses.
V. APPLICATION:
We could use this information to inform 4th grade teachers that
students coming into 4th grade don't know much about cocaine.
TITLE: What Third Graders Know About Marijuana
STUDENT RESEARCHERS: Kerri Sawicki and Lauren Schneider
SCHOOL: Dawson Elementary School
Holden, Massachusetts
GRADE: 5
TEACHER: Wayne Boisselle, M. Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to find out what third graders at Dawson school know
about marijuana. Our hypothesis stated that at least 97% of the
third graders
will know about marijuana.
II. METHODOLOGY:
First, we wrote our statement of purpose, reviewed the literature,
and developed a hypothesis. We then created a survey and
distributed it to 40 randomly chosen third graders. Next, we
gathered our surveys, scored them, and analyzed our data.
Finally, we wrote a summary and conclusion, and applied our data
to the real world.
III. ANALYSIS OF DATA:
Out of the 40 surveys we distributed, only 30 came back. Ninety-
three percent or 28 third graders said that they would get in
trouble with the police if they used marijuana. Six percent or 2
third graders said they wouldn't get in trouble with the police if
they used marijuana. Seventy-three percent or 22 of the third
graders knew that the part of the body that gets damaged the most
is the brain and lungs. Twenty-six percent or 8 of the third
graders didn't know.
IV. SUMMARY AND CONCLUSION:
Most of the third graders we surveyed thought that they would get
in trouble with the police if they used marijuana. Some of the
third graders knew the part of the body that was damaged the most.
Therefore, we reject our hypothesis which stated that at least 97%
of the third graders will know about marijuana.
V. APPLICATION:
We can use our data to inform fourth grade teachers that third
grade students coming into fourth grade know about marijuana.
TITLE: Third Grade Knowledge of Marijuana
STUDENT RESEARCHERS: Matt Janik and Jared Cohen
SCHOOL: Dawson School
Holden, MA
GRADE: 5
TEACHER: Wayne Boisselle, M. Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to know what third graders at Dawson School know about
marijuana. Our hypothesis stated that at least 80% of the third
graders will know what marijuana is and at least 70% will know
facts about it.
II. METHODOLOGY:
First, we wrote our statement of purpose, reviewed the literature,
and wrote our hypothesis. Then we developed our surveys and
distributed them to 40 randomly chosen third graders. Next, we
wrote our analysis of data and our summary and conclusion.
Finally, we applied our data to the real world.
III. ANALYSIS OF DATA:
Of the 40 surveys we sent out, only 28 came back. Sixteen or 57%
of the third graders knew what marijuana is. Twelve or 43% don't
knew what marijuana is. Eighteen or 64% knew the facts about
marijuana. Ten or 36% didn't know the facts about marijuana.
IV. SUMMARY AND CONCLUSION:
Our survey tells us that more third graders know what marijuana is
than don't and more kids know the facts about marijuana than
don't. While the majority of students know about marijuana, we
must still reject our hypothesis which stated that at least 80%
will know what marijuana is and at least 70% will know facts about
marijuana.
V. APPLICATION:
We could use this data to inform third grade teachers that
students coming into third grade have some knowledge of marijuana.
LANGUAGE ARTS SECTION
TITLE: Who Spells Better? Boys or Girls
STUDENT RESEARCHER: Abra Murray
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a research project on the spelling abilities of
boys and girls. I would like to know who spells best. My
hypothesis states that girls will be able to spell more words
correctly than boys.
II. METHODOLOGY:
To do this research project, I first wrote my statement of purpose
and review of literature. Next, I developed my hypothesis and a
questionnaire. Next, I randomly selected eighteen sixth grade
students, nine girls and nine boys. Then I distributed my survey.
After everyone finished the survey, I scored them and analyzed my
data. Then I accepted or rejected my hypothesis. Next, I wrote a
summary and conclusion. Finally, I applied my research to the
real world.
III. ANALYSIS OF DATA:
I sent out eighteen questionnaires and seventeen were returned.
There were twelve girls and five boys. A majority of ten girls
and three boys identified the correct spelling of EVACUATE. A
majority of eight girls and five boys knew the correct spelling of
EUPHEMISM. A majority of twelve girls and four boys knew the
correct spelling of FESTIVAL. A majority of ten girls could
identify the correct spelling of CAREFULLY and a majority of four
boys could not. A majority of seven girls and five boys could
identify the correct spelling of JOURNEY. A majority of eight
girls and three boys could not identify the correct spelling of
BELIEVE. Half of the girls and a majority of three boys could
identify the correct spelling of SUCCESSFUL. A majority of eleven
girls and three boys could identify the correct spelling of
OCCASIONS.
A majority of twelve girls agreed that it was important for
children to know how to spell and a majority of three boys did not
think it was important for children to know how to spell. Seventy
percent of the girls' responses were correct and sixty percent of
the boys responses were correct.
IV. SUMMARY AND CONCLUSION:
My data indicates that girls had ten percent more correct
responses than boys. Therefore, I accept my hypothesis which
stated that girls would spell more words correctly than boys.
V. APPLICATION:
Next time my class is playing spelling games, I will pick more
girls than boys. Also, my data indicates that teachers need to
concentrate on teaching boys more spelling skills.
TITLE: Identifying Types of Sentences
STUDENT RESEARCHER: Emily Meyer
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a research project on who can better identify a
type of sentence, boys or girls. My hypothesis states that boys
and girls can correctly identify the types of sentences equally
well.
II. METHODOLOGY:
The first thing I did in this project was to write my statement of
purpose. Next, I wrote my review of the literature. Then I
developed my hypothesis. After that I developed my questionnaire
and randomly chose eighteen students. Then I administered my
questionnaires. When they got back, I scored them and totaled the
boys and girls scores. Then I analyzed my data and accepted or
rejected my hypothesis. Then I drew a conclusion and applied my
findings to the real world.
III. ANALYSIS OF DATA:
I sent out eighteen questionnaires. Sixteen of these were
returned by six boys and ten girls. I found that all of the boys
and girls surveyed could identify an exclamatory sentence. A
majority of eight girls and five boys could identify an imperative
sentence. A majority of five boys and five girls could identify
an interrogative sentence. A majority of six girls could again
identify an imperative sentence. No boys could identify this type
of sentence. A majority of six girls could identify a declarative
sentence. None of the boys could. On Likert Scale questions, I
found that a majority of nine girls agreed that all students
should know the types of sentences. One half of the boys agreed
and half disagreed. A majority of eight girls and all of the boys
agreed that it should be required that students know the types of
sentences. The majority of the students agreed that proper
communication in life depends on whether or not you know the types
of sentences. They say this because it would be hard to get a job
or get anywhere else in life. After adding up the total correct
responses for all students, I found that girls got 48% of their
answers correct and boys got 55% of their answers correct. My
data says that boys can correctly identify more sentences than
girls can.
IV. SUMMARY AND CONCLUSION:
My data shows that boys can better identify a type of sentence
than girls can. Therefore, I reject my hypothesis which states
that boys and girls can correctly identify the types of sentences
equally well.
V. APPLICATION:
I think that students and teachers, especially girls, should pay
extra attention to the unit on sentences because all of the
students taking the quiz missed a lot of questions.
© 1993 John I. Swang, Ph.D.