For more information contact:
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 Effects of Saltwater Intrusion on Freshwater Plants
2. The Effects of Different Colors of Light on Plant Growth
3. The Flammability of Different Fabrics
4. The Viscosity of Different Liquids
Math Section
5. Is Euler's Formula True?
6. Does the Algorithm For Adding and Subtracting Integers Work?
Social Studies Section
7. An International Survey of Student Knowledge of Poverty in the
USA
8. Student Opinions About Gun Control
9. Student Knowledge of the PLO/Israeli Peace Accord
SCIENCE SECTION
TITLE: The Effects of Saltwater Intrusion on Freshwater Plants
STUDENT RESEARCHER: Abra Murray and Alan Leung
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We would like to do a scientific research project to determine the
effects of saltwater intrusion on a freshwater plant. Our
hypothesis states that the freshwater plant watered with saltwater
will not be able to survive.
II. METHODOLOGY:
First, we wrote our statement of purpose. Then we wrote our
review of the literature. Next, we developed our hypothesis and
wrote our methodology. Then we wrote our list of materials.
Next, we developed our data collection form. Then we began our
experimentation. We watered one of the fresh water plants with
saltwater for two weeks as needed. We watered the other fresh
water plant with freshwater for two weeks as needed. We observed
the plants for health, growth, and color and recorded our data.
Then we analyzed our data using simple statistics, graphs, and
charts. Next, we accepted or rejected our hypothesis. Next, we
wrote our summary and conclusion and application. Finally, we
sent our abstract to the Journal of Student Research.
III. ANALYSIS OF DATA:
We planted four freshwater plants and watered two of them with
saltwater and two of them with freshwater. The two freshwater
plants watered with saltwater began losing leaves on day three and
during the whole period they lost an average of ten leaves. The
freshwater plants being watered with freshwater started growing
leaves on day two and during the whole period grew an average of
two and a half leaves. The two freshwater plants watered with
saltwater started shrinking on day three and had lost and average
of 13 cm. by the end of the experimentation period. The two
freshwater plants watered with freshwater started to grow taller
on day three and by the end of the experimentation period had
grown an average of five and one fourth cm. The two plants
watered with saltwater began to deteriorate in health on the third
day until they were both dead on day 14. The two freshwater
plants watered with freshwater remained in good health throughout
the experimentation.
IV. SUMMARY AND CONCLUSION:
The freshwater plants being watered with saltwater were not able
to survive. Therefore, we accept our hypothesis which stated that
the freshwater plants being watered with saltwater would not be
able to survive.
V. APPLICATION:
Our research indicates, that people should help to find ways to
keep saltwater out of the freshwater wetlands. This is especially
true for the wetlands in Louisiana which are rapidly being
destroyed by saltwater intrusion.
TITLE: What is the Effect of the Different Colors of Light on
Plant Growth?
STUDENT RESEARCHERS: Emily Meyer and Brett Poole
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 the
different colors of light affect plant growth. Our hypothesis
states that different colors of light will affect the growth rate
of plants.
II. METHODOLOGY:
First, we wrote our statement of purpose. Then we wrote our
review of the literature. Then we developed our hypothesis.
Next, we listed our materials and got our data collection sheet.
In order to test our hypothesis, we had to set up three "growing
boxes" for our plants. First, we stood a shoe box up vertically.
Then we placed one half a cup of soil in each plant pot. Then we
placed 10 radish seeds in each of the plant pots. Then we placed
a pot in one box and stretched green saran wrap over the front of
the box. Then we repeated the procedure using pink and clear
plastic wrap. Each day for two weeks, we watered the plants as
needed. Then we observed and recorded the following data:
height, color, number of leaves, and health. Next, we analyzed
our data and made charts and graphs. Then we accepted or rejected
our hypothesis. Next, we wrote our summary and conclusion.
Finally, we wrote our application and applied our findings to the
real world.
III. ANALYSIS OF DATA:
We grew plants in different colors of light for two weeks. Our
data shows that our green light plants sprouted on the fifth day.
They grew to an average height of eleven and three quarters of a
centimeter. They were in good health and had a total of twelve
leaves. Our pink light plants sprouted on the fourth day. They
grew to an average height of twelve and one half centimeters.
They had fifteen leaves and were in good health. Our full light
plants sprouted on the eight day and grew to an average height of
eight centimeters. They had eighteen leaves and were in good
health. After two weeks of observation, our pink light plant grew
the tallest and our full light plant had the most leaves.
IV. SUMMARY AND CONCLUSION:
We found that after two weeks of observation both the pink light
and the green light plants grew taller then the full light plants.
However, the full light plants had more leaves. Therefore, we
accept our hypothesis which stated that different colors of light
will affect plant growth.
V. APPLICATION:
Our data shows that the pink plant grew the tallest. Therefore,
we suggest that green houses be turned into pink houses so that
the plants will grow taller. However, if a person wants a lot of
foliage, they should build a full light house or a house in which
all the colors of the spectrum are allowed to reach the plant.
TITLE: Fabrics & Fire
STUDENT RESEARCHER: Adam Bernstein
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to see how different fabric types responded to fire. My
hypotheses stated that cotton would be the most flammable, the
polyester would give off the worst odor, and the untreated cotton
flannel would burn the quickest.
II. METHODOLOGY:
First, I gathered scraps of fabric to experiment on. I made sure
the scraps were of equal size. I labeled the fabrics. Next, I
made a chart in my notebook with five different categories:
difficulty of catching on fire (easy, medium, very difficult),
speed fabric burned (slow, medium, quickly), odor (mild, medium,
strong), whether the fabric smoldered, and other observations. I
then listed the names of the fabrics on the side of the chart
leaving boxes in the appropriate places for data. Then I found an
area with a hard floor that was safe to have fire around. Next, I
put on my gloves and eye protection. Then, using a lighter, I
burned each fabric and observed the reactions while filling in the
chart with the data I obtained.
III. ANALYSIS OF DATA:
The cotton lace, polyester-cotton (grade 1), nylon lace, untreated
flannel, polyester quilt filling and polyester pillow filling all
had an easy level of catching on fire (actually forming a flame).
The cotton velvet, cotton, polyester-cotton (grade 2), and cotton
linen had a medium level, and the silk, polyester and wool were
very difficult to catch on fire. The silk and wool had a slow
speed of burning. The cotton lace and cotton velvet had a medium
speed and the rest of the fabrics burned quickly once engulfed in
flames. The cotton linen, cotton velvet, poly-cotton (grade 1),
wool and untreated cotton flannel gave off a mild odor. The
cotton, polyester pillow, and polyester quilt had a medium odor.
The rest of the fabrics had a strong odor. The fabrics that
smoldered were the cotton, untreated cotton flannel, and wool. My
other observations were the polyester based fabrics melted like
plastic, and the nylon formed a thick, brown, boilng liquid
instead of ashes.
IV. SUMMARY AND CONCLUSION:
The untreated cotton flannel was the most flammable and burned the
quickest, and the polyester and nylon fabrics gave off the worst
odor. Therefore, I rejected my first hypothesis which stated that
the cotton would be the most flammable. My second hypothesis
which stated that polyester would give off the worst odor was
accepted. My third hypothesis which stated that untreated cotton
flannel would burn the quickest was accepted. Wool burned the
slowest.
V. APPLICATION:
Many fires occur around the world. The materials in those fires
have caused many injuries and deaths. If people were to make
mattresses or pillows out of wool more often it would probably
mean that your home was a bit more safe according to my research.
TITLE: What is Viscosity?
STUDENT RESEARCHER: Jonathan Knight
SCHOOL: Mimosa Park Elementary School
Luling, Louisiana
GRADE: 3
TEACHER: Mrs. Morgan
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
My first hypothesis states that honey will flow faster then syrup,
motor oil, and cooking oil. My second hypothesis states that all
of the liquid will flow slower at a colder temperature.
II. METHODOLOGY:
First, I made a trough. Then I timed each liquid at room
temperature running down the trough. Then I put the liquids in
the refrigerator for two hours. Then I timed the liquids again
running down the trough. Then I recorded all my results and
analyzed my data.
III. ANALYSIS OF DATA:
The honey flowed slower than any of the other at room temperature.
The honey flowed slower after being refrigerated than at room
temperature. The cooking oil flowed fastest at room temperature.
The cooking oil did not flow fastest after being refrigerated.
IV. SUMMARY AND CONCLUSION:
Viscosity is a property of liquids that makes them flow at
different speeds. My data indicated that the honey flowed slower
than any of the liquids at room temperature and even slower when
refrigerated. The cooking oil flowed the fasted at room
temperature and was slower when refrigerated. Most liquids flow
slower when colder. Therefore I accept both of my hypotheses
because each liquid flowed at a different speed and all flowed
even slower when refrigerated.
MATH SECTION
TITLE: Is Euler's Formula True?
STUDENT RESEARCHERS: Adam Bernstein
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 scientific research project on Euler's
formula. His formula says that to determine the number of edges
there are of a polyhedron you add the number of faces and the
number of vertexes and subtract that sum by two. My hypothesis
states that Euler's formula will be true for all polyhedrons.
II. METHODOLOGY:
First, I wrote my statement of purpose and review of the
literature. Then I developed my hypothesis. Next, I wrote my
methodology to test my hypothesis. Then I made a list of
materials. Next, I created a data collection and observation
sheet. Then I began my experiment by collecting ten different
types of polyhedrons. For each of the polyhedrons, I used Euler's
formula to compute the number of edges. Then I counted the edges
myself. When I finished the experiment I recorded the information
on my data collection and observation sheet. Then I analyzed my
data with charts, statistics, and graphs to see if the number of
edges for each polyhedron computed with Euler's formula matched
the number of edges I counted. Next, I accepted or rejected my
hypothesis and wrote my summary and conclusion. I then applied my
findings to the real world. Finally, I put my abstract on the
computer to be published in the electronic and printed journals of
student research.
III. ANALYSIS OF DATA:
The results of my research demonstrated that Euler's formula is
true for all polyhedrons. The polyhedrons I worked with ranged
from five to twenty faces. When I used Euler's formula to find
the number of edges by adding the number of faces to the number of
vertexes and subtracting that sum by two the answer was always the
same as when I counted the actual edges.
IV. SUMMARY AND CONCLUSION:
Euler's formula will work for all polyhedrons according to the
findings of my research. Therefore, I accept my hypothesis which
stated that Euler's formula will be true for all polyhedrons.
V. APPLICATION:
Now I have a better way to find the number of faces, vertexes, and
edges of a polyhedron when I'm working in geometry class.
TITLE: Does The Algorithm For Adding And Subtracting Integers
Work?
STUDENT RESEARCHER: Allison Walter
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 scientific research project on adding and
subtracting integers. I want to find out why it is true that, if
the sign of the integer and the sign of the operation are the
same, you add and if the sign of the integer and the sign of the
operation are different, you subtract. My hypothesis states that
if the sign of the integer and the sign of operation are the same
you will add and if the signs are different, you will subtract.
II. METHODOLOGY:
First, I wrote my statement of purpose. Next, I wrote my review
of the literature. Then I developed my hypothesis. Next, I wrote
my methodology. Then I made a list of my materials. Then I
developed my data collection sheet. Next, I conducted my
research. To test my hypothesis, I went to the Addison- Wesley
Math Book and chose five subtraction problems and five addition
problems. Then I used the above algorithm to solve the ten
problems. I used the number line to solve the ten problems also.
I compared the answers I got from both ways of solving the
problems to see if they were the same or different. Then I wrote
my analysis of data. Next, I made my charts and graphs. Then I
wrote my summary and conclusions. Finally, I wrote my application
and applied my findings to the real world.
III. ANALYSIS OF DATA:
On all of the addition and subtraction problems I analyzed, the
algorithm and the number line both produced the same answers.
IV. SUMMARY AND CONCLUSION:
Since the algorithm and the numberline produced the same answers,
that means the algorithm which states that if the sign of the
operation and the sign of the integer are the same you will add
and if they are different, you will subtract, is correct.
Therefore, I accept my hypothesis which states, that if the sign
of the integer and the sign of the operation are different, you
will subtract and if they are the same you will add.
V. APPLICATION:
My data proves that the algorithm is correct so I am going to
recommend that students use it as an easier way to add and
subtract integers.
SOCIAL STUDIES SECTION
TITLE: Student Knowledge of Poverty in the U.S.A.
STUDENT RESEARCHERS: Angela Geraci and Bethany Kurrus
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 about student
knowledge of poverty in the USA. Our hypothesis states that
students will not know that in 1991 over 34 million people in the
USA were living in poverty.
II. METHODOLOGY:
First, we wrote our statement of purpose and review of literature.
For this study, poverty is defined as a lack of goods and services
needed to have a minimal standard of living. A family of four was
classified as poor if it had a cash income of less than $13,924 in
1991. Second, we developed our questionnaire. Then we drew a
random sample of 36 students at Mandeville Middle School and
administered our questionnaires to them. Fourth, we administered
the questionnaire over the NSRC's International Electric School
District and got students from other states in the USA and
countries to respond. When our questionnaires were returned we
scored them and analyzed our data. Sixth, we wrote our summary
and conclusion in which we accepted or rejected our hypothesis.
Then we wrote our application. Finally, we turned in our report
and published our abstract in a student research journal.
III. ANALYSIS OF DATA:
A population of 900 students in grades 5-12 responded to the
questionnaire. Survey responses were returned from schools in
Illinois, Michigan, Wyoming, Missouri, Oregon, Georgia, Colorado,
Texas, Indiana, and Louisiana. There were 813 American students.
We also received surveys from Norway and the United Kingdom.
There were 87 foreign students. A majority of 68% of the students
were from the middle socio-economic status.
A majority of 84% of the American students and 98% of the foreign
students knew that there are more U.S. citizens living in poverty
today than in 1978.
A majority of 76% of the American students did not know that over
34 million people were poor as of 1991, while a majority of 57% of
the foreign students did know. A majority of 60% of the American
students and 59% of the foreign students knew that 12% of the
elderly are poor in the USA. A majority of 61% of the American
students and 59% of the foreign students did not know that 24% of
American children live in poverty. A majority of 64% of the
American students did not know that 11% of all the adults in the
USA live in poverty, while 52% of the foreign students did know
that. A majority of 57% of the American students and 51% of the
foreign students did not know that males are the least likely to
live in poverty in the U.S.A.. A majority of 75% of the American
students and 84% of the foreign students knew that the highest
rates of poverty occur among minorities. A majority of 69% of the
American students and 95% of the foreign students did not think
that poor people are lazy. A majority of 55% of the American
students and 76% of the foreign students agreed that it is their
responsibility to help poor people.
A majority of 61% of the American students and 63% of the foreign
students did not know that the Congressional Budget Office
estimates that 20% of all American families live in poverty. A
majority of 54% of the American students did not think that taxes
on the rich should be greatly increased in order to eliminate
poverty. A majority of 69% of the foreign students felt that
taxes on the rich should be increased. A majority of 94% of all
students who answered the question felt that the amount of poverty
which exists in the USA is a national disgrace. A majority of 65%
of all students who answered the question felt that the U.S.
Government is not doing all it can to eliminate poverty among it
citizens.
IV. SUMMARY AND CONCLUSION:
Students are aware that poverty has been on the increase in the
USA for many years. Students did not know that poverty strikes
women and children most often. They do not think that the poor
are lazy and they believe that it is their responsibility to help
the poor. They feel that the amount of poverty in the USA is a
national disgrace and that the US Government is not doing enough
to eliminate poverty.
Only 48% of the American students' responses to the factual
questions on the questionnaire were correct. A majority of 58% of
the foreign students' responses were correct. It would seem that
of the students surveyed, the foreign students know more about
poverty in the USA than the American students.
Finally, over three-quarters of the American students incorrectly
thought that there were only 2 to 6 million people living in
poverty in the USA. Therefore, we accept our hypothesis which
stated that students will not know that in 1991 over 34 million
people in the U.S.A. were living in poverty.
V. APPLICATION:
The majority of American students do not know about the extent of
poverty in the USA today. Teachers should teach their students
more about this terrible problem in the USA, if we are to solve
it.
TITLE: Student Knowledge of Gun Control
STUDENT RESEARCHERS: Angela Geraci & Lindsay Flexer
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 students'
knowledge of gun control. Our hypothesis states that the majority
of students will have a gun in their home.
II. METHODOLOGY:
First, we wrote our statement of purpose. Then we went on the
National Student Research Center's Electronic School District and
found two students from Mimosa Elementary School in Luling,
Louisiana to join our collaborative research team. After that we
wrote our review of literature and developed our hypothesis.
Next, we developed our questionnaires and administered them to a
random sample population of 36 sixth grade students at Mandeville
Middle. In addition we sent the questionnaires to Mimosa
Elementary where it was also administered to 21 third grade
students. When all the questionnaires were returned we scored and
analyzed the data. Then we wrote our summary and conclusion and
application.
III. ANALYSIS OF DATA:
We sent out 36 questionnaires to Mandeville Middle School sixth
grade students and 35 responded. We also sent out 21
questionnaires to third graders at Mimosa Elementary. A majority
of 41 students didn't know that the Brady Bill has a five day
waiting period for the purchase of a gun. A majority of 38 knew
that the U.S. leads the world in the most gun related accidents.
A majority of 47 did not know that single females are the most
likely to have and carry a gun. A majority of 32 didn't know that
the second amendment to the Constitution guarantees the right of
citizens to bear arms. Out of 52 students, a majority of 37 had a
gun in their home. A majority of 30 believe that guns save
peoples lives. A majority of 43 believe that guns are not "cool".
A majority of 40 feel that people should own guns. A majority of
38 thought that guns stop murders, assaults, and robberies in
homes. A majority of 46 thought that guns should be locked in a
safe when not in use. A majority of 46 thought that the U.S.
should have stronger gun control laws because so many people are
being killed with guns.
IV. SUMMARY AND CONCLUSION:
Sixty-eight percent of the surveyed students have a gun in their
home. Therefore we accept our hypothesis which stated that the
majority of students would have a gun in their home. The students
who answered our questionnaire did not know a lot about gun
control, but they made it clear that they believe the United
States should make stronger gun control laws.
V. APPLICATION:
Sixty-eight percent of answers to factual questions on our
questionnaire were incorrect. This data indicates we should ask
the schools to develop a gun awareness program to help students
understand the dangers of a gun better.
TITLE: The P.L.O./Israeli Peace Accord
STUDENT RESEARCHERS: Dean Cockerham and Adam Bernstein
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 research project on student knowledge about
the Palestinian Liberation Organization/Israeli peace treaty. Our
hypothesis states that the majority of students will not know who
signed the preamble to the P.L.O./Israeli peace treaty.
II. METHODOLOGY:
First, we wrote a statement of purpose. Then we used the National
Student Research Center's electronic school district to develop a
collaborative research team with two students from Mimosa
Elementary School in Luling, Louisiana. Next, we created our
review of the literature and wrote our hypothesis. Then we wrote
our methodology and developed our questionnaires. Next, we drew a
random sample of the sixth grade population at Mandeville Middle
School and administered the questionnaires. We also sent them to
Mimosa Elementary School. After the questionnaires were returned
we scored them and analyzed the data. Next, we wrote our summary
and conclusion. We then applied it to the real world.
III. ANALYSIS OF DATA:
We randomly sent out 36 questionnaires to Mandeville Middle sixth
grade students and received 33 of them back. We also sent out
eighteen questionnaires to the third graders at Mimosa Elementary.
Eighteen students from Mimosa responded to our questionnaires. A
majority of 42 did not know that a preamble to a peace treaty had
been signed. A small majority of 27 did not know that P.L.O.
stands for Palestine Liberation Organization. A majority of 47
did not know the P.L.O. was formed to represent Palestinian Arabs.
A small majority of 29 knew that Yitzah Rabin and Yassir Arafat
signed the preamble to a peace treaty, but 22 did not know. A
small majority of 27 did not think that Israel should withdraw
from the Gaza Strip and the city of Jericho, however 22 thought
they should. A majority of 37 students believe the Palestinians
will benefit from the treaty. A majority of 33 agree that Israel
will benefit from the treaty. A majority of thirty students do
not think that if a peace treaty is signed the peace will last. A
majority of 37 agree that Jerusalem should be the capital of
Israel and no other country.
IV. SUMMARY AND CONCLUSION:
We found that the majority of students knew that Yitzah Rabin and
Yassir Arafat signed the preamble to the Israeli/P.L.O. peace
treaty. Therefore, we reject our hypothesis which stated that the
majority of students will not know who signed the preamble to the
P.L.O./Israeli peace treaty.
V. APPLICATION:
Since 67% of the answers to our questionnaires were incorrect, we
now know that teachers need to keep students more informed about
important current events in the world.
© 1994 John I. Swang, Ph.D.