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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 Gravity on Objects Rolling Down An Incline Plane
2. The Effect of Different Concentrations of Fertilizer on the
Health and Growth of Plants
3. The Effect of Salt On The Freezing Point of Water
Math Section
4. Does Pi Multiplied by Diameter Always Equal A Circle's
Circumference?
5. Surface Area, Is The Formula Always True?
6. Is Changing Mixed Numbers Into Improper Fractions Needed
Before They Can Be Multiplied?
Social Studies Section
7. An International Survey of Student Knowledge of Breast Cancer
8. Student Knowledge of Child Abuse
9. The Truth About Smoking!
SCIENCE SECTION
TITLE: The Effect of Gravity on Objects Rolling Down An Incline
Plane
STUDENT RESEARCHER: Adam Bernstein, Lindsay Flexer, & Erin
Lecorgne
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
effect of weight on the speed of objects rolling down an inclined
plane. Our hypothesis states that objects of different weight and
same shape will roll down an inclined plane at the same speed.
II. METHODOLOGY:
First, we wrote our statement of purpose and our review of the
literature. Then we developed our hypothesis. Next, we wrote our
methodology to test our hypothesis. Then we made a list of
materials. The materials we used were two small condensed milk
cans. We emptied one of the milk cans and it weighed 1.92 oz.
The other milk can that was full and weighed 2.16 oz. We also
used two medium sized coke cans. We did the same procedure that
we did with the condensed milk cans. The empty coke can weighed
.48 oz. The full one weighed 13.76 oz. We then used two large
juice cans that weighed 58.8 oz. full and 5.60 oz. empty. Our
last piece of material was the plywood used for the plane. We
created a data collection form and observation sheet. Then, we
took the empty condensed milk can that weighed 1.92 oz. and the
full condensed milk can that weighed 2.16 oz. and rolled them down
the inclined plane and observed which one hit the ground first.
We repeated this procedure for a total of 6 times. Then we took
the coke cans and did the same thing as we did with the condensed
milk can. We repeated the procedure for a total of 6 times. Then
we took the juice cans and did the same procedure. We repeated it
for a total of 6 times. When we finished, we put the information
on our observation form. Then we analyzed our data with charts,
statistics, and graphs. Next, we accepted or rejected our
hypothesis and wrote our summary and conclusion. We then, applied
our findings to the real world.
III. ANALYSIS OF DATA:
The results of our experiment show that all of the heavier objects
reached the ground first when rolled down an inclined plane. The
heavier the object was the faster it rolled. Friction slowed the
lighter objects down more than the heavier objects because the
heavier object had more mass and was able to overcome the
resistance of friction better.
IV. SUMMARY AND CONCLUSION:
For our six trials with each of the cans, the heavier cans hit the
ground first. Therefore we reject our hypothesis which stated
that objects of different weights and same shape will roll down an
inclined plane at the same speed.
V. APPLICATION:
When kids make Pine Box Derby cars they should make their cars
heavier so that they will roll downhill faster.
TITLE: The Effect of Different Concentrations of Fertilizer On
the Health and Growth of Plants
STUDENT RESEARCHERS: Michael Clark and Angela Geraci
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We are doing a research project to determine the effect that
different concentrations of fertilizer have on the growth and
health of plants. Our hypothesis states that the radish seeds
watered with 40% fertilizer and 60% water solution will grow the
tallest.
II. METHODOLOGY:
First, we wrote our statement of purpose. Next, we conducted our
review of literature and developed our hypothesis. In order to
test our hypothesis, we bought two bottles of Liquid Grow
fertilizer, radish seeds, six planting pots, and soil to plant the
seeds in. Next, we planted eleven radish seeds in each of the six
pots. Then we filled six cups with different solutions of
fertilizer and water. We filled the first cup with five ounces of
fertilizer and no water which is 100% fertilizer. We filled the
second cup with 80% fertilizer and 20% water which is four ounces
of fertilizer and one ounce of water. We filled the third cup
with 60% fertilizer and 40% water which is three ounces of
fertilizer and two ounces of water. We filled the fourth cup with
40% fertilizer and 60% water which is two ounces of fertilizer and
three ounces of water. We filled the fifth cup with 20%
fertilizer and 80% water which is one ounce of fertilizer and four
ounces of water. We filled the sixth cup with 100% water and no
fertilizer which is five ounces of water and no fertilizer. We
watered the plants one ounce every other day for ten days. Next,
we observed the results and recorded them. We then wrote our
analysis of data. Next, we made our charts and graphs and wrote
our summary and conclusion. Then we accepted or rejected our
hypothesis.
III. ANALYSIS OF DATA:
The plants watered with the 100%, 80%, 60%, 40%, and 20% solution
of fertilizer did not sprout. The plants watered with 100% water
sprouted on the fifth and sixth day. The average height of the
plants was four and one half cm. The plants had an average of two
leaves with a greenish yellow color. They were in good health.
IV. SUMMARY AND CONCLUSION:
The plants watered with 100% water were the only ones to sprout.
Therefore we reject our hypothesis that states that the plant
watered with the 40% solution of fertilizer will grow the tallest.
The other five plants did not sprout because the fertilizer was a
source of pollution.
V. APPLICATION:
Too much of a good thing is just as bad as not enough. Do not
over fertilize your plants because it kills them and causes
pollution.
TITLE: The Effect of Salt on the Freezing Point of Water
STUDENT RESEARCHERS: Allison Walter and Dean Cockerham
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 about the effect
of salt on the freezing temperature of water. Our hypothesis
states that an increase in salt will lower the freezing
temperature of water.
II. METHODOLOGY:
First, we wrote our statement of purpose. Next, we wrote our
review of the literature. Then we developed our hypothesis.
Next, we made a list of materials. Then we designed our data
collection sheet. Next, we put one half a cup of water in each of
five nine oz. cups. Then we put 1/4 tsp. of salt in the first cup
and labeled it. Next, we put 1/2 tsp., 3/4 tps., and 1 tsp. of
salt in the next three cups of water. The last cup of water had
no salt. Then we put the cups in the freezer at 10 degrees
Fahrenheit. Then we checked to see if the water was frozen by
using a toothpick and sticking it into each cup. We stuck the
toothpick into the ice and, if it went in, it was not frozen. If
it did not penetrate the ice, it was frozen. Then we checked
every ten minutes after that and recorded the freezing time of all
five cups of water. Then we recorded and analyzed or data and
made or charts and graphs. Next, we accepted or rejected or
hypothesis and wrote our summary and conclusions. Finally, we
wrote our application and applied our findings to the real world.
III. ANALYSIS OF DATA:
The water with no salt froze first on all three trials with an
average time of 48 minutes. The water with one fourth of a tsp.
of salt froze second on all three trials with an average time of
68 minutes. The water with one half a tsp. of water froze third
on all three trials with an average time of 75 minutes. The water
with three fourths of a tsp. froze fourth on all three trials with
an average time of 88 minutes. The water with one tsp. of water
never froze. The data indicates the more salt you add to water
the lower the freezing temperature of water becomes.
IV. SUMMARY AND CONCLUSION:
We found that an increase in salt lowered the freezing temperature
of water. Therefore, we accept our hypothesis which states that
an increase in salt will lower the freezing temperature of water.
V. APPLICATION:
Since we know that salt lowers the freezing temperature of water,
we could sprinkle salt on our driveway to melt the ice and get our
car out of the driveway.
MATH SECTION
TITLE: Circumference
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 scientific research project to prove that Pi
multiplied by the diameter of a circle always equals the
circumference of a circle. My hypothesis states that Pi
multiplied by the diameter will always equal the circumference of
a circle no matter how large or small the circle is.
II. METHODOLOGY:
First, I wrote my statement of purpose. Next, I wrote my review
of the literature. Then I developed my hypothesis and wrote my
methodology. Next, I developed a data collection form. Then I
found six different sized circles. Next, I made a mark on the rim
of each circle. Then I positioned the circle so that the mark was
at the bottom of the circle on a piece of paper. I marked that
spot on the paper. Then I rolled the circle forward until the
mark was at the bottom of the circle again and marked that spot.
Next, I measured the distance between the two marks which was the
circle's circumference. I then multiplied the value of Pi or 3.14
times the diameter of the circle to compute the circle's
circumference. Then I compared the two values for the
circumferences to see if they matched. I repeated this procedure
for all the other circles. Next, I analyzed my data using charts,
graphs, and simple statistic. Then I accepted or rejected my
hypothesis. Next, I wrote my summary and conclusion and
application.
III. ANALYSIS OF DATA:
The first circle had a diameter of 3.10 cm. I found a
circumference of 9.73 cm using the formula and 9.89 cm. using the
hands-on method described above. The second circle had a diameter
of 2.42 cm. I found a circumference of 7.60 cm using the formula
and 7.49 cm using my method. The third circle had a diameter of
.6 cm. I found a circumference of 1.88 cm using the formula and
1.69 cm using my method. The fourth circle had a diameter of 3.70
cm. I found a circumference of 11.62 c. using the formula and
11.65 cm using my method. The fifth circle had a diameter of 2.49
cm. I found a circumference of 7.82 cm using the formula and 7.81
cm using my method. The sixth circle had a diameter of 1.35 cm.
I found a circumference of 4.24 cm using the formula and 4.30 cm
using my method.
IV. SUMMARY AND CONCLUSION:
The circumference found by using the formula and the circumference
found by using my method were very close. This slight difference
was due to the inaccuracy of my methodology for physically
measuring the circumference. Therefore, I accept my hypothesis
which stated that Pi times the diameter will always equal the
circumference of a circle no matter how large or small it is.
V. APPLICATION:
My data indicates, that if I want to find the circumference of a
circle I can just use the formula rather than my hands-on method.
TITLE: Surface Area, Is the Formula Always True?
STUDENT RESEARCHER: Andrew Lorenz
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 to see if the
formula for surface area of a rectangular prism is always true.
The formula for the surface area of a rectangular prism is A = 2L
+ 2W + 2H. My hypothesis states that the formula for surface area
is always true no matter what size the rectangular prism is.
II. METHODOLOGY:
First, I wrote my statement of purpose, reviewed my literature,
and developed my hypothesis. I then found 5 rectangular prisms
and found the surface area using the above formula. I then placed
a mark every centimeter on each of the rectangular prisms edges
and connected each to its opposite mark, making a grid of square
centimeters on each face of the rectangular prisms. Next, I
counted the number of squares on the grid for each side of the
prism. I then compared that value with the value that I got using
the formula. I did this on the 5 rectangular prisms and filled
out my data collection sheet. Finally, I wrote my analysis of
data, summary and conclusion, and applied my findings to the real
world.
III. ANALYSIS OF DATA:
On the first rectangular prism that I evaluated, I found the
surface area to be 570 squared cm. using the formula. Using the
grids, I got the same value. On the second rectangular prism, I
found the surface area to be 279 squared centimeters when I used
the formula and when I used the grids. On the third rectangular
prism, I found the surface area to be 93 squared centimeters using
the formula and when I used the grids. On the fourth rectangular
prism, I found the surface area to be 130 squared centimeters when
I used the formula and when I used the grids. On the fifth
rectangular prism, I found the surface area to be 206 squared
centimeters when I used the formula and when I used the grids.
IV. SUMMARY AND CONCLUSION:
The formula for surface area was always true. Therefore I accept
my hypothesis which stated that the formula for surface area would
always be true no matter what size the rectangular prism is.
V. APPLICATION:
I now know that the formula for surface area is always true.
Therefore I would encourage others to use the formula when trying
to compute the surface area of a rectangular prism.
TITLE: Is Changing Mixed Numbers Into Improper Fractions Needed
Before They Can Be Multiplied?
STUDENT RESEARCHERS: Alan Leung
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 mixed numbers.
I want to see if changing them into improper fractions is needed
before they can be multiplied. My hypothesis stated that changing
mixed numbers into improper fractions is needed before they can be
multiplied.
II. METHODOLOGY:
First, I wrote my statement of purpose. Second, I reviewed my
literature. Third, I developed my hypothesis. Fourth, I wrote my
methodology. Fifth, I wrote my list of materials. Sixth, I
developed my data collection form. Seventh, I began my
experimentation and data collection by multiplying mixed numbers
normally and then multiplying mixed numbers without changing them
into improper fractions. I compared the values obtained to the
answer found by drawing the appropriate number of whole circles
and fractions of circles which represented the mixed numbers.
Each set of circles was duplicated the number of times they were
to be multiplied. I counted the circles and got the answer to
compare with the other answers. Eighth, I wrote my analysis of
data. Then I wrote my summary and conclusions where I accepted or
rejected my hypothesis. Next, I applied my findings to the real
world. Last, I sent my abstract to the local or national journal.
III. ANALYSIS OF DATA:
My findings indicate that without changing mixed numbers into
improper fractions, they cannot be multiplied correctly.
Multiplying mixed numbers normally and using circles for all three
problems analyzed gave the same answers so they must be correct.
Multiplying the problems without changing them into improper
fractions gave a different answer than that obtained by changing
the mixed number into an improper fraction and by using circles.
So they must not be correct answers.
IV. SUMMARY AND CONCLUSION:
In conclusion, multiplying the mixed numbers without changing them
into improper fractions gave a different answer than using circles
and multiplying normally. I accept my hypothesis which stated
that changing mixed numbers into improper fractions is needed
before they can be multiplied.
V. APPLICATION:
My research indicates that multiplying mixed numbers without
changing them into improper fractions will give an incorrect
answer, so I will tell teachers to stop any students from
multiplying mixed numbers that way.
SOCIAL STUDIES
TITLE: Student Knowledge of Breast Cancer
STUDENT RESEARCHERS: Andrew Lorenz, April Needham, Brian South
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 breast cancer. Our hypothesis states that a majority
of the students we survey will know that breast cancer is the
third leading cause of all cancer deaths.
II. METHODOLOGY:
First, we wrote our statement of purpose, reviewed our literature,
and developed a hypothesis. Then we developed our questionnaire
and drew a random sample of 36 sixth grade students at Mandeville
Middle School. We then administered the questionnaire to the
randomly selected students. Next, we went to the National Student
Research Center's electronic school district and sent our
questionnaire world-wide. When all of the questionnaires were
returned we scored them and analyzed the data. Then we wrote our
summary and conclusions, accepted or rejected our hypothesis, and
applied our findings to the real world. Finally, we published the
abstract of our research in a journal of student research.
III. ANALYSIS OF DATA:
There were 287 responses to our questionnaire. Students, in
grades 6 - 12, attended schools in Illinois, Indiana,
Massachusetts, Texas, Louisiana, and Winnipeg, Manitoba, Canada.
A majority of 51% of the students were female. A majority of 62%
of the students didn't know that breast cancer is the third
leading cause of all cancer deaths. A majority of 61% of the
students didn't know that the study of cancer is known as
oncology. A majority of 81% of the students agreed that breast
cancer was something that students their age should know about. A
majority of 74% of the students didn't know that 70% of all female
breast cancer patients recover. A majority of 58% of the students
did not know that chemical pollution, electromagnetic radiation,
genetic transference, and estrogen therapy are known or suspected
causes of breast cancer. A small majority of 53% of the students
knew that antibiotics are not a known treatment for breast cancer
and 43% did not know that chemotherapy, radiation, and
lumpectomies are treatments for breast cancer. A majority of 86%
of the students knew that breast cancer is an important medical
problem for women ages 35 and older. A majority of 55% of the
students knew that physical therapy is not a method of preventing
breast cancer and 45% of the students didn't know that self-
examinations, mammography, low fat / high fiber diets, and high
doses of vitamins A, C, and E are thought to help prevent breast
cancer. A majority of 74% of the students didn't know that a
carcinogen is a cancer causing agent. A majority of 75% of the
students had not been educated on the topic of breast cancer. A
majority of 80% of the students knew that female breast cancer
rates have steadily climbed over the past 30 years. A majority of
77% of the students said that no one in their family had ever had
breast cancer, but 23% did.
IV. SUMMARY AND CONCLUSION:
>From the data, we found that the majority of the students we
surveyed didn't know that breast cancer is the third leading cause
of all cancer deaths. Therefore, we reject our hypothesis which
stated that the majority of the students we survey will know that
breast cancer is the third leading cause of all cancer deaths. A
majority of 57% of the responses to our questionnaire were
incorrect.
V. APPLICATION:
Now that we know that most students haven't been taught about
breast cancer, we can suggest that students be better educated on
this topic. It is an important medical problem for women in the
world today and knowledge about breast cancer could save the lives
of many female students as they grow up to become adults.
TITLE: Student Knowledge of Child Abuse
STUDENT RESEARCHERS: Brian South and Andrew Lorenz
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 much
students know about child abuse. Our hypothesis states that 25%
of the students will know that 2-3 million children are abused
each year in the United States.
II. METHODOLOGY:
First, we stated our purpose. Then we went to the National
Student Research Center's electronic school district and found two
students from Dawson School in Holden, Massachusetts to
collaborate with us. Next, we asked them to join our efforts in
researching student knowledge of child abuse by administering our
questionnaire in their area. Then we reviewed our literature,
developed our hypothesis, and wrote our questionnaire. Then we
sent the questionnaire to the 36 randomly selected students at
Mandeville Middle School. In addition, we sent a copy to the
student researchers in Massachusetts for distribution there. When
all of the questionnaires were returned, we scored them and
analyzed the data. Then we accepted or rejected our hypothesis,
wrote our summary and conclusion, and applied our findings to the
real world.
III. ANALYSIS OF DATA:
Of the 36 questionnaires sent out at Mandeville Middle School, 31
were returned. Eighteen questionnaires came back from the fifth
grade students at Dawson School for a total of 49 questionnaires.
A majority of 35 did not know that 2-3 million children are abused
each year in the United States. A majority of 26 knew that 1 in 5
girls and 1 in 11 boys fall victim to sexual abuse before turning
18. A majority of thirty agreed that child abuse is the worst
thing that you can do to a child. A majority of 32 knew that
children are mainly abused by a parent or parent substitute. A
majority of 32 did not know that women are most often the
perpetrator in physical abuse cases. Seventeen knew that 90% of
the sexual abuse cases are committed by males. A majority of 26
did not know that there are three types of child abuse; physical,
sexual, and emotional. The majority of the students said that a
child should tell someone or call the police if he or she is being
abused.
IV. SUMMARY AND CONCLUSION:
We found that only 29% of the students knew that 2-3 million
children are abused each year in the United States. Therefore, we
accept our hypothesis. Fifty-three percent of the responses to
the questionnaire were correct.
V. APPLICATION:
We could apply this data to the real world by trying to get
schools and parents to teach their children more about child
abuse. Even though 53% of the student responses to the
questionnaire were correct, there was a significant number of
students that did not know about this topic. We think that
schools need to teach more about child abuse, so that children can
protect themselves better from this crime.
TITLE: The Truth About Smoking
STUDENT RESEARCHERS: Health class
SCHOOL: North Stratfield School
Fairfield, Conn.
GRADE: 4
TEACHER: Vinny Carbone
I. PURPOSE STATEMENT AND HYPOTHESIS:
We want to find out what the average fifth and sixth grader knows
about smoking. We think that the average fifth and sixth
grader will be able to correctly answer 75% of the questions on
our questionnaire about smoking.
II. METHODOLOGY:
We will review the literature and find out information on smoking.
We will then make up a questionnaire from our research. We will
distribute the questionnaires to fifth and sixth graders at
random. Then we will analyze the results.
III. ANALYSIS OF DATA:
Thirty-nine students responded to our questionnaire. All the
students knew that smoking is associated with all of the following
diseases: lung cancer, emphysema, heart disease, gum disease, lip
cancer, leukemia, oral cancer, vascular diseases. No student
identified complications to pregnancy as being associated with
smoking. A majority of 34 students did not know that cigarette
smoking causes over 325,000 deaths per year. A majority of 37
students knew that nicotine in cigarettes causes: the heart to
beat faster and work harder, raises blood pressure, causes heart
attacks and death, shortens the life span, causes nervousness,
stress and strokes, and makes you feel sick. A majority of 34
students knew that if you start smoking in the early teenage
years, you have a greater chance for heart disease. All students
knew that low tar and nicotine cigarettes are not safe. Only five
students knew that cigarette companies spend $2,000,000,000 a year
on advertisement. All students knew that a pack of cigarettes a
day can affect your health in the following ways: cancer,
addiction, make you faint, darken your lungs, yellow your teeth,
give you bad breath and lung disease, takes years off your life,
makes you sick and cough, causes strokes, high blood pressure and
heart attacks. A majority of 34 students knew that filter on
cigarettes do not make smoking safe. Students reported that some
of the reasons teen smoke are: looks cool, peer pressure, calm
nerves and feel less depressed, make parents mad, curiosity, to be
like parents, social acceptance, to stop worrying, and to feel
good. A majority of 26 students knew that if you stop smoking,
you lessen the chance of having a heart attack.
IV. SUMMARY AND CONCLUSION:
We found out that 5th and 6th graders correctly answered 70 % of
the questions on our questionnaire. The majority of students knew
the answers to questions 1, 2, 4, 5, 8, 9 ,and 10. Therefore, our
hypothesis was rejected.
V. APPLICATION TO LIFE:
This information encourages us not to smoke. Teachers are doing a
pretty good job of teaching school children about the dangers of
smoking. Teachers ought to focus on the questions the students
did not do too well on.
© 1994 John I. Swang, Ph.D.