For more information contact:
TABLE OF CONTENTS
Science Section:
1. The Effect of Acid Rain On Seed Germination and Plant
Growth
2. How Does Different Colored Light Affect Plant Growth?
3. The Effect of Pollutants On Seed Germination and Plant
Growth
Social Studies Section:
1. Measuring Fractal Dimensions of Partial Aggregates
2. Fractal Resistors
Language Arts Section:
1. The Cheapest Gas In the World
2. Student Knowledge of Nuclear War and Nuclear Weapons
3. Does Violence In the Media Affect A Student's Behavior?
SCIENCE SECTION
TITLE: The Effect of Acid Rain On Seed Germination And Plant
Growth
STUDENT RESEARCHER: Michael Phillips
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to find out how acid rain affects the germination of
seeds and the growth of the plants that sprout from them. Acid
rain is defined as a harmful precipitation formed when fossil
fuels are burned and emit harmful gases that combine with
atmospheric moisture and fall to the earth causing much damage
to plants, buildings, and animals. My first hypothesis states
that seeds will germinate faster when given water with a pH
level of 6.0 than when given water with a pH level of 4.0. My
second hypothesis states that the plants sprouting from the
seeds given water with a pH level of 6.0 will grow taller, be
in better health, and be greener than the plants sprouting from
the seeds given water with a pH level of 4.0.
II. METHODOLOGY:
First, I wrote my statement of purpose, conducted a review of
literature on acid rain, and stated my hypothesis. I then
developed a methodology to test my hypothesis. Next, I wrote a
list of materials needed to test my hypothesis and made my data
collection form.
In this experiment, the variables held constant were the size
of the pots, the amount of water given to the seed/plant, the
placement of the pots, and the amount of sunlight given to the
plants. The manipulated variable was the pH level of the water
given to the plants. The responding variables were the seed
germination, the height of the plant, the number of leaves on
the plant, the color of the plant, and the health of the plant.
Next, I gathered the needed materials. I soaked sixty radish
seeds in water for two days and then planted thirty of them in
one pot filled with soil, and thirty in the other pot also
filled with the same amount of soil. The seeds were each
planted about two centimeters deep. I marked the first pot the
experimental pot and the second pot the control pot, and placed
them both inside near a window, where they would each receive
the same amount of sunlight.
I then prepared my acid rain solution by filling a one quart
container with tap water. I then used a TetraTest pH kit to
determine that it's pH level was 8.0. Next, I added five drops
of pH DOWN liquid to the water to lower it's pH level to 6.0,
the level of acidity of normal rain water. Then I measured out
and poured 50 mL of this solution into the control pot. Next,
I added five more drops of pH DOWN liquid to the solution, to
lower it's pH level to 4.0, the average level of acidity for
rain water in the northeastern United States. I then measured
out and poured 50 mL of this solution into the experimental
pot.
Then I began to observe the average height of the plants, the
number of leaves on the plants, the color of the plants, the
health of the plants, and how many seeds had germinated. I
repeated all these steps everyday for fourteen days, and
recorded the information on my data collection form. Then I
analyzed the data and wrote my summary and conclusion. Next, I
applied my findings to the world outside of my classroom, and
published my research.
III. ANALYSIS OF DATA:
All of the seeds in the experimental pot had germinated by day
9 and all of the seeds in the control pot had germinated by day
12. The color of the plants in the control pot on day 14 was
green. The color of the plants in the experimental pot was a
mix of yellow and brown. The plants grew to an average height
of 11 cm in the control pot. The plants in the experimental pot
grew to an average height of 10 cm. The plants in both pots
had a averages of two leaves. The health of the plants in the
control pot was, on day 14, excellent. The health of the
plants, in the experimental pot, was poor.
IV. SUMMARY AND CONCLUSION:
In my research, I discovered that seeds given acid rain
germinated faster. The plants given normal rain water grew
taller, were in better health, and were green. The experimental
plants were yellow and brown. Both the experimental and
control pots' plants had an average of 2 leaves per plant.
Therefore, I reject my first hypothesis, which stated that the
plants given normal rain water would germinate faster than the
plants given acid rain. I accept my second hypothesis which
stated that the plants given normal rain water would grow
taller, be in better health, and be greener than plants given
acid rain.
V. APPLICATION:
I could apply my findings to the world outside of my classroom
by telling owners of factories to install scrubbers to reduce
the emission of harmful pollutants to the atmosphere. I could
also tell owners of automobiles to find out more about
pollution prevention devices for automobiles. This would
reduce the amount of acid rain.
TITLE: How Does Different Colored Light Affect Plant Growth?
STUDENT RESEARCHER: Dana Blount
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to know how different colored light affect plant growth.
The different colors of light have different wavelengths. Red
has a long wavelength and violet has a short wavelength. My
hypothesis states that plants grown under red light will grow
taller than the plants grown under violet light.
II. METHODOLOGY:
First, I wrote mt statement of purpose and did my review of
literature on plant growth, electromagnetic radiation, and
photosynthesis. To test my hypothesis, I wrote the following
methodology. First, I gathered my materials which included 60
radish seeds, 3 flower pots of the same size, 3 cardboard
boxes, a ruler with centimeters, a measuring cup, potting soil,
red Reynolds Wrap, clear Reynolds Wrap, and blue Reynolds Wrap.
Then I cut a square in the side of each box. Then I cut 3
squares of red Reynolds Wrap and 1 square of blue wrap to fit
the box. Then I cut 2 clear squares to fit the box. Next, I
taped 2 squares of red wrap on the first experimental box and 1
red and 1 blue on the other experimental box to make violet. I
taped 2 squares of clear on the control box. Next, I soaked my
60 radish seeds in water over night. Then I planted 20 seeds,
1 mm. deep in the soil, in each pot. I then placed one pot in
the box with the red wrap, one in the box with the violet wrap,
and one in the box with the clear wrap. I watered the plants
every other day with the same amount of water. I put 2
milliliters of water in each pot. Next, I wrote down my
variables as shown below.
My variables held constant were the amount of water given to
each plant, the amount of sunlight they receive, the amount of
soil in each pot, the number of seeds in each pot, the size of
the pots, and the size of the boxes. My manipulated variable
was the color or the electromagnetic frequency of the light.
My responding variables were how tall the plants grew, how many
leaves they had, and the color of the plants.
I observed my plants every day for 14 days. I recorded my data
on my data collection form. Then I analyzed my data. Next, I
wrote mt summary and conclusion where I accepted or rejected my
hypothesis. Then I applied my findings to everyday life.
Finally, I published my abstract in The Journal of Student
Research.
III. ANALYSIS OF DATA:
On the first day, all of my radish seeds had sprouted. When I
measured them I discovered that the seeds in the 3 pots had an
average height of 3 cm. After 14 days, the plants grown under
the violet light grew to an average height of 7.1 cm. The
plant grown under the red light grew to an average height of
7.1 cm. The control plant only grew to an average of 5.7 cm.
after 14 days.
Over the entire experimental period, all the plants remained
green with 2 leaves.
IV. SUMMARY AND CONCLUSION:
After analyzing my data thoroughly, I discovered that the
plants placed under the violet and red light grew taller.
Therefore, I accept my hypothesis which stated that the plants
under the red light would grow taller. They did grow taller
than the control plant. It is possible that the experimental
plants grew taller because they were growing up to find a
source of full spectrum light. That may be why the control
plant didn't grow as tall as the experimental plants.
V. APPLICATION:
I can apply my findings to everyday life by telling gardeners
that if they want taller, but not necessarily healthier plants,
they should place them under a violet or red light.
TITLE: The Effect Of Pollutants On Seed Germination And Plant
Growth
STUDENT RESEARCHER: Paul Brand
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to find out which water pollutant has the greatest
effect on plant growth and seed germination, hydrocarbons or
phosphates. Water pollution is defined as the introduction
into ocean or fresh waters of chemical, physical, or biological
material that degrades water quality and affects living
organisms in it. My first hypothesis states that seeds watered
with phosphates will germinate faster than seeds watered with
hydrocarbons. My second hypothesis states that seeds watered
with phosphates will germinate faster than seeds watered with
regular water. My third hypothesis states that seeds watered
with hydrocarbons will germinate faster than seeds watered with
regular water. My fourth hypothesis states that plants watered
with phosphates will grow taller than plants watered with
hydrocarbons. My fifth hypothesis states that plants watered
with phosphate will grow taller than plants watered with
regular water. My sixth hypothesis states that plants watered
with hydrocarbon water will grow taller than plants watered
with regular water.
II. METHODOLOGY:
First, I wrote my statement of purpose and my review of
literature on water pollution. Then I developed my hypotheses.
Next, I developed a methodology to test my hypotheses and
gathered my materials.
The variables held constant in my experiment were the amount of
water applied to seeds and plants, the kinds of seeds used in
the control and experimental groups, the number of seeds used,
the size of the pots, the amount of sunlight, and the amount of
soil. The manipulated variables in my experiment were the
hydrocarbon and phosphate pollutants added to the water given
my experimental plants. The responding variables in my
experiment were the date of seed germination and the height of
plant growth.
I made the polluted water by putting 25 ml of water in a
container. I added 5 ml of a hydrocarbon pollutant (motor oil)
and stirred it until it was mixed up. I made the phosphate
polluted water by putting 25 ml of water and 5 ml
of phosphate pollutant (dishwashing detergent) in a container.
I stirred it up until it was mixed up.
Then I soaked the seeds in tap water overnight and planted 10
seeds 1 cm deep in the soil of the control and experimental
pots. Then I observed them every day for 14 days. I watered
the first experimental pot every other day with 15 ml of water
which contained the hydrocarbon pollutant. I watered the
second experimental pot every other day with 15 ml of water
which contained the phosphate pollutant. I watered the control
pot every other day with 15 ml of clean water. I then recorded
my observations and analyzed the data. Then I wrote my summary
and conclusion and applied my findings. Last, I published my
experiment in a journal for student research.
III. ANALYSIS OF DATA:
The average height of the control plants was 12.5 cm on day 14.
The average for the plants given water polluted by hydrocarbons
was 10.6 cm. The average height for the plants given water
polluted by phosphate was initially higher then the others, but
shrunk to 8.1 cm. The average number of leaves on the control
plants was 6. For the hydrocarbon plants, it was 5. For the
phosphate plants, it was 4. The average color for the control
plants was green. The hydrocarbon and phosphate plants were
pale green. The control group was in good health. The others
were dead. The first to germinate was the phosphate plants,
then the control, and then the hydrocarbon plants.
IV. SUMMARY AND CONCLUSION:
In my research, I found out that The first seeds to germinate
were those watered with phosphate pollution, then the control
seed, and then the seeds water with hydrocarbon pollution. I
also found that plants polluted with phosphates and
hydrocarbons will not grow tall and healthy, but will shrivel
and die. Therefore, I accepted my first hypothesis which
stated that seeds watered with phosphates will germinate faster
than seeds watered with hydrocarbons. I accepted my second
hypothesis which stated that seeds watered with phosphates will
germinate faster than seeds watered with regular water. I
rejected my third hypothesis which stated that seeds watered
with hydrocarbons will germinate faster than seeds watered with
regular water. I rejected my fourth hypothesis which stated
that plants watered with phosphates will grow taller than
plants watered with hydrocarbons. I rejected my fifth
hypothesis which stated that plants watered with phosphate will
grow taller than plants watered with regular water. I rejected
my sixth hypothesis which stated that plants watered with
hydrocarbon water will grow taller than plants watered with
regular water.
V. APPLICATION:
I will apply my findings by telling people not to use
phosphorous soaps and to recycle oil after oil changes in their
cars because they both will pollute the environment which may
harm plants and animals.
MATH SECTION
TITLE: Measuring Fractal Dimension of Partial Aggregates
STUDENT RESEARCHERS: Noah Forbes, Katie Johnson, Brad Jones
SCHOOL ADDRESS: Belmont High School
221 Concord Ave.
Belmont, MA 02178
GRADE: 12
TEACHER: Paul Hickman - phickman@copernicus.bbn.com
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to investigate how much of an aggregate can be
removed and still have the same fractal dimension. This
included a study of the limitations of the computer in
measuring the fractal dimension of objects. We thought that
the computer measurement would lose accuracy as more of the
fractal was removed.
II. METHODOLOGY:
Using the five aggregates the class had grown and scanned into
the computer, we measured their original fractal dimensions
using the program "Fractal Dimension 5.1". Then we measured
subsequent fractal dimensions as we removed parts of the
aggregate. First, we removed half of the aggregate and
measured the fractal dimension using both the box and the
circle method. The half of the aggregate we kept was
representative of the whole aggregate. Next, we cut only a
branch from the aggregate and magnified it to 200%
magnification. We then measured the fractal dimension of the
branch. In two cases, we measured the fractal dimension of the
branch at normal size to see if the magnification was what
changed the fractal dimension.
All five of the aggregates were grown for around fifteen
minutes from a .2 M CuSO4 solution. We used Electrodeposition
cells with a copper cathode and a circular copper anode about
eight cm in diameter.
III. ANALYSIS OF DATA:
Our measurements of the other groups aggregates agreed well
with their own (see Data Table fig. 1). This consistency shows
that our technique for measuring the aggregates was relatively
accurate. When measuring the half aggregates, we found that
the fractal dimension measured by the box method was very close
while the fractal dimension measured by the circle method
differed significantly. The measurements using the circle
method were above the original in some cases and below in
others. When the measured fractal dimension was greater, the
half aggregate was very full and would take up most of the
circle when it was being measured. When the resulting fractal
dimension was lower than the original, the half aggregate
tended to be very linear and would leave a lot of empty space
when being measured.
When we measured the branches at 200% magnification, the
fractal dimensions were high for the box method and very low
for the circle method. The box method was too high because
when the branch was magnified, the pixels were magnified also.
As a result, the branch lost some of its original shape. The
shape became too square along the edges making the fractal
dimension measured high. We found that it was the
magnification that made the box method too high by measuring a
few of the aggregates at original size. When the branches were
at original size the box method measured the fractal dimension
very closely to the original fractal dimension. The circle
method was very low because the branch was long and thin, and
as a result left a lot of empty space when measured. We found
that the less linear the branch was the higher the fractal
dimension using the circle method. No branch, when measured
with the circle method, had a fractal dimension very close to
the original.
Data Tables:
Group Fractal Dimension
Box Method Circle Method
Class Results Our Results Class Results Our Results
Au ------- 1.763 ------- 1.750
C&J 1.60 1.720 1.67 1.658
Honey 1.780 1.780 1.842 1.734
Mush 1.7 1.726 1.8 1.661
PaLaTo 1.610 1.636 1.735 1.616
FD at 1/2 Aggregate
Au 1.755 1.539
C&J 1.704 1.854
Honey 1.790 1.485
Mush 1.730 1.852
PaLaTo 1.622 1.643
FD at Branch
Au 1.829 1.198
C&J 1.820 1.188
Honey 1.827 1.193
Mush 1.779 1.026
PaLaTo 1.768 1.491
Mush @100 1.720 1.028
IV. SUMMARY AND CONCLUSION:
We found that, when using the computer program Fractal
Dimension 5.1, the fractal dimension of an aggregate can be
measured accurately using the box method, no matter how much of
the aggregate is present. We found the circle method to be
affected more by the shape of the aggregate. The circle method
measures the whole aggregate well, but as pieces are removed it
becomes less and less accurate. The circle method lost
accuracy as the aggregates became less and less circular.
Since the circle method measures the Fractal Dimension by
placing a circle over the object, it works best when the object
that one is measuring is a circle. Objects that are not as
circular, such as the half aggregate and the branch, leave too
much of the circle empty, so the resulting fractal dimension is
not accurate. We found that the computer was not perfect;
however, it was more accurate than we hypothesized.
V. APPLICATION:
Our research with fractals taught us that there exists
limitations in the measurement of self-similarity in accordance
to the medium in which it is measured. The same result is seen
in the magnification of a picture. One can only magnify a
picture so many times before the detail in the picture is lost.
The same loss of detail occurs as the fractal is enlarged and
as more of the original fractal is removed.
TITLE: Fractal Resistors
STUDENT RESEARCHERS: Anna Hutchinson, Keith Waters
SCHOOL ADDRESS: Belmont High School
221 Concord Ave.
Belmont, MA 02178
GRADE: 12
TEACHER: Paul Hickman - phickman@copernicus.bbn.com
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We began by looking at Sierpinski's triangle (fig 1) and carpet
(fig 2) on the computer program J. Gasket Meister. This
program allows one to generate a pattern with a few simple
rules. The gaskets were interesting to us and when our teacher
mentioned an experiment building a triangle out of resistors,
we decided to imitate the experiment with the carpet. We
wanted to find out more about the relationship between the
triangle experiment and the carpet experiment.
The theory behind the resistor network is that there is less
resistance to current with many resistors in parallel. We
tried to find a relationship between the resistance of the
square and triangle networks at iterations 1, 2, and 3, and
their Fractal Dimensions. Our hypothesis stated that the slope
of the ln-ln graph of the carpet experiment would be less than
that of the triangle experiment because the carpet has a higher
fractal dimension, and therefore there would be more parallel
resistors and less resistance.
II. METHODOLOGY:
We had the first three iterations of the triangle already built
on circuit boards with twenty-seven 1000 ohm resistors; we
built the first three iterations of the carpet on eight circuit
boards. Then we measured the resistance for the first, second,
and the third iteration of the triangle with an ohmmeter. In
order to get accurate results, we disconnected the iterations
from the rest of the network to measure them, and then
reconnected them to measure the whole network. We measured
each side of each iteration and took the average resistance to
get a better reading. We used the same procedure to measure
three iterations of the carpet.
We then made a ln-ln graph of the average resistance vs. the
number of resistors on a side (length) for the triangle and
carpet: the slope of these graphs gave us a figure related to
the fractal dimensions of the resistor networks.
III. ANALYSIS OF DATA:
Our results for the triangle matched those of previous
researchers; in fact, it matched exactly the mathematically
predicted value, which was 0.737. The slope of the graph for
the results for the carpet was 0.613.
The fact that we were able to get a straight line in the ln-ln
graph for the carpet indicates that it is possible to replicate
the triangle experiment with the carpet and get a slope. The
results show that the slope for the carpet was less than that
of the triangle; therefore the rate of increase of the
resistance was lower for the carpet.
IV. SUMMARY AND CONCLUSION:
These results agree with our hypothesis. We came to the
conclusion that as the fractal dimension goes up, the
resistance of that network goes down. This conclusion makes
sense because, if an object has a higher fractal dimension, it
would take more resistors to build a network of that object,
and therefore the resistance would be lower. If we were to
measure a solid sheet of resistor, (which would have an FD of
two) the resistance would be really low.
V. APPLICATION:
The research we did relates to resistance on the atomic and
molecular scale, which scientists are trying to learn more
about now. It is the structure of these networks that
scientists can use as a model for the imperfect patterns found
in natural electronic materials.
SOCIAL STUDIES SECTION
Title: Cheapest Gas in the World
Student Researchers: Mr. Carbone's Math Class
School: North Stratfield School
Fairfield, Connecticut
Grade: 4
Teacher: Mr. V. Carbone, M.Ed
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to find out which country sells the cheapest gas. Our
hypothesis states that Saudi Arabia sells the cheapest gas.
II. METHODOLOGY:
We will ask other countries to join us in this project. They
will provide information from their country on gas prices. We
will get information on regular unleaded gas. We will ask
countries to provide gas prices per liter.We will then try to
figure out what the price per gallon is. A liter is
approximately 1.056 quarts. Therefore, since there are 4
quarts per gallon, we will multiply the liter by four to get
the approximate gallon price.
III. ANALYSIS OF DATA:
COUNTRY REGULAR UNLEADED PER LITER APPROX. GALLON
PRICE
Denmark $ .83 $3.32
England $ .75 $3.00
Saudi Arabia $ .08 $ .32
Canada $ .38 $1.52
Mali, Africa $ .81 $3.24
Nigeria, Africa $ .13 $ .52
India $ .60 $2.40
United States $ .25 $1.01
Georgetown, Kentucky
United States $ .34 $1.39
Fairfield, Ct. (Home)
IV. SUMMARY AND CONCLUSION:
We accept our hypothesis that Saudi Arabia had the cheapest gas
prices.
V. APPLICATION TO LIFE:
1. It is important for a country to have natural resources.
2. If you were traveling, you might want to know how much you
will spend towards gas.
TITLE: Student Knowledge of Nuclear War and Nuclear Weapons
STUDENT RESEARCHER: Greg Horn
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to find out how much students know and what they feel
about nuclear weapons and nuclear war. Nuclear weapons are
explosive devices designed to release nuclear energy on a large
scale. Nuclear wars are wars that involve two or more
countries using nuclear weapons. My hypothesis states that a
majority of students will correctly answer only 40% of the
factual questions on my questionnaire about nuclear weapons and
nuclear war.
II. METHODOLOGY:
First, I wrote my statement of purpose. Next, I reviewed the
literature on nuclear weapons and nuclear wars. Then I
developed my hypothesis and a methodology to test it. Next, I
developed a questionnaire. Then I drew a random sample of
twelve sixth graders at Mandeville Middle School to which I
gave the questionnaire. I also sent it out on NSRC's
Electronic School District to a non-random sample of students
around the world. When the questionnaires were returned to me
I scored them and recorded the results on my data collection
chart. Then I analyzed my data with simple statistics, charts,
and graphs. Later, I wrote my summary and conclusion where I
accepted or rejected my hypothesis. Then I applied my findings
to the world outside the classroom. Finally, I published an
abstract of my research project.
III. ANALYSIS OF DATA:
I sent out 12 questionnaires to a random sample of 12 sixth
graders at Mandeville Middle School and all 12 were returned.
I also sent out my questionnaire out on the NSRC's
international electronic school district. I received 95
responses from students in grades 4 through 12. Student
responses came from Maine, Arizona, Montana, Minnesota,
Alabama, Colorado, Israel, and Finland.
A majority of 71% of the students knew that Russia exploded its
first atomic bomb in 1949. A majority of 55% did not know that
the United States had exploded its first atomic bomb in 1945.
A majority of 79% did not know that the United States and
Russia have basically the same number of nuclear weapons. A
majority of 62% knew that the United States was the only
country to use nuclear weapons in war. A majority of 76% did
not know that over 50,000 nuclear weapons exist in the world
today. A majority of 85% did not know that the Strategic Arms
Reduction Treaty had been implemented. A majority of 69% knew
that the nuclear powers are dismantling nuclear weapons today.
A majority of 53% thought nuclear weapons should be completely
banned. A majority of 66% did not think that civilization
could survive a nuclear war. A majority of 63% thought Russia
would be most likely to start a nuclear war. A majority of 74%
thought a nuclear war would destroy the earth. A minority of
66% did not know that the Strategic Arms Reduction Treaty has
resulted in negotiations to reduce the world's nuclear weapons
by 50%. A majority of 57% did not know that the United States
has a nuclear war policy called MAD which means Mutually
Assured Destruction.
IV. SUMMARY AND CONCLUSION:
Forty-seven percent of the responses to the factual questions
on my questionnaire were correct. Therefore, I reject my
hypothesis which stated that the students would answer forty
percent of the factual questions correctly. Students knew a
little more about nuclear weapons and nuclear war than I
thought. Still the majority of the responses to my
questionnaire were incorrect.
V. APPLICATION:
I think that Social Studies teachers should teach more about
nuclear weapons and nuclear war. This research shows that
students don't know a great deal about the subject. If
students knew more about this important global issue, they
could help reduce nuclear weapons and prevent nuclear war.
TITLE: Does Violence In The Media Affect A Student's Behavior?
STUDENT RESEARCHER: Austin Feldbaum
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to know if violence on television and in the media
affects a student's behavior. I also wanted to know whether
students will be aware of that effect. There is much conflict
about violence in the media. The First Amendment protects
people's rights to free speech, but citizens continue to
complain about the amount f violence in the media. My first
hypothesis states that violence on television and in the movies
has a negative effect on a student's behavior. My second
hypothesis states that students will know that violence in the
media can affect their behavior negatively.
II. METHODOLOGY:
First, I wrote my statement of purpose. Then I reviewed the
literature on television violence. Then I developed my
hypothesis. After that I wrote a methodology for testing my
hypothesis. Then I developed a questionnaire, drew a random
sample of twelve sixth grade students at M.M.S., and delivered
the questionnaire to students at my school. I also sent my
questionnaire out on the N.S.R.C.'s electronic school district
to a non-random sample of students around the world. Next, I
scored my questionnaires when returned and analyzed my data
using simple statistics, charts, and graphs. After that I
wrote my summary and conclusion where I either accepted or
rejected my hypothesis. Finally, I applied what I found to the
world outside the class room, turned in my abstract, and
published my research in an electronic journal.
III. ANALYSIS OF DATA:
I received a total of 168 responses to my survey from students
in grades 4 through 12. Sixty-seven of the responses came from
schools in Canada, Israel, and Finland. The other 86 responses
came from Pennsylvania, Rhode Island, California, New York,
Montana, Illinois, Minnesota, and a random sample of twelve
sixth grade students at M.M.S in Louisiana.
A majority of 90% of the students get "B's" or higher grades in
school. The students were corrected an average of three times
per day by their teachers.
A majority of 72% did not think that violence affects their
behavior. A majority of 73% thought that violence on cartoons
and other children's shows can cause younger children to behave
aggressively.
A majority of 62% watch three or less hours of TV a day. A
majority of 57% said that there is "some to a lot" of violence
on the TV shows they like to watch. A majority of 63% of the
students responding enjoyed watching violence on television and
in the movies. A majority of 79% of the students named violent
actors as their favorites. A majority of 54% thought that
violence on television should not be greatly reduced. A
majority of 87% thought that violence should not be completely
cut from the media. A majority of 78% did not think that
violence in the media is one of the country's biggest problems.
The average number of movies with violence that students saw
over the last month was four.
A majority of 65% did not think that the best way to protect
yourself from bullies is to fight. A majority of 85% did not
think that violence is an acceptable way to solve problems. A
majority of 54% percent of the students though that owning a
handgun is not a good way to protect your self these days. A
majority of 85% percent thought that war is not an acceptable
way to solve international problems.
IV. SUMMARY AND CONCLUSION:
The majority of students were well behaved in class and made
good grades. They also say they watch and enjoy violence in
the media. They do not think that fighting, violence, war, or
owning a handgun is a good way to solve problems or protect
yourself. Therefore, I reject my first hypothesis which stated
that violence in the media would have a negative affect on a
student's behavior.
The majority of students did not think that violence on TV and
in the movies affects their behavior, but they did think that
it affected younger children's behavior, making them more
aggressive. Therefore, I reject my second hypothesis which
stated that the majority of students would think violence in
the media affected their behavior.
V. APPLICATION:
My data does not agree with other studies which say that
violence on TV does affect children's behavior. I could send
my findings to researchers to tell them what I found. I could
also send my findings to producers that make children's shows
and recommend that they reduce the amount of violence in them.
© 1995 John I. Swang, Ph.D.