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THE E-DATABASE OF STUDENT RESEARCH is 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 CONTENT
1. Tasting Food Without Seeing Or Smelling It
2. Which Taste Sense Is Most Sensitive?
3. The Effect of Light on the Growth of Plants
4. Can Girls Play the Super Muncher Computer Game Better Than
Boys?
5. The Effect of Liquid Plant Food on Plant Growth
6. Which Grows Faster, Carrots or Beets?
7. The Prevalence of Color-Blindness in Fifth Graders
8. The Freezing Rate of Different Liquids
9. Earthworms and the Germination and Growth of Seeds
TITLE: The Taste Test
STUDENT RESEARCHER: Kerri Sawicki
SCHOOL: Dawson Elementary School
Holden, Massachusetts
GRADE: 5
TEACHER: Wayne Boisselle, M. Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out if boys and girls could recognize the
taste of foods without looking at the food or smelling it. My
hypothesis states that boys and girls will recognize the taste
of foods equally.
II. METHODOLOGY:
First, I wrote my statement of purpose. After that I wrote a
literature review. Then I developed my hypothesis. Next, I
performed my experiment. I randomly chose three girls and
three boys to help me with this experiment. I took each
student into the hallway and blindfolded him/her and had her
hold his/her nose. Next, I gave them each a sample of salt,
coffee, lemon juice, and sugar with water in between to clear
out their mouths. After giving a sample of food, I asked if
the subject could correctly identify if it tasted sweet, sour,
salty, or bitter. I recorded my results on a chart. When my
experiment was over I analyzed my data. Then I accepted or
rejected my hypothesis and drew conclusions. Finally, I
applied my research to the world.
III. ANALYSIS OF DATA:
One girl incorrectly answered on the sour test, 2 correctly
answered on bitter, everyone correctly answered on the sweet,
and everyone correctly answered on the salty. One boy
incorrectly answered on the sour test, 2 incorrectly answered
on the bitter, 1 incorrectly answered on the sweet, and
everyone correctly answered salty.
IV. SUMMARY AND CONCLUSION:
A lot more students incorrectly identified bitter more often
than sour, salty, or sweet. Fewer students incorrectly
identified salty than anything else. My data shows that girls
can recognize the taste of foods better than boys. Therefore,
I reject my hypothesis which stated that girls and boys can
recognize the taste of foods equally.
V. APPLICATION:
My project can be used in the world by telling people who like
to cook that salty is the strongest taste and more people can
recognize what it is and bitter is the weakest taste and fewer
people can recognize what it is.
TITLE: Which Taste Sense Is More Sensitive?
STUDENT RESEARCHER: Kimberly Convery
SCHOOL: Dawson School
Holden, MA
GRADE: 5
TEACHER: Wayne Boisselle
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out which taste sense is the most sensitive:
bitter, sweet, sour, or salty. My hypothesis states that the
sweet sense will be the most sensitive.
II. METHODOLOGY:
The first thing I did was write my statement of purpose. Then
I did my literature review. After this, I used the information
to develop my hypothesis. Next, I began my experiment. I
tested everyone in my class. I called them into the hallway
one at a time and blindfolded them. I then gave each student a
small sample of sugar, salt, lemon juice, and coffee. As I
gave each student a sample to taste, she had to tell me when
the taste was recognized. I used a stopwatch to time this. I
repeated this with each sample and each students. In between
samples I gave students water to drink to get the taste out of
their mouths. I then analyzed my data and accepted or
rejected my hypothesis. Finally, I drew my conclusions and
applied my data to the world outside of the classroom.
III. ANALYSIS OF DATA:
My data shows that 98% of the people I tested thought that the
salt sensation was more sensitive . The two percent that was
left thought the coffee or bitter sensation was more sensitive.
IV. SUMMARY AND CONCLUSION:
A majority of people thought that the salty sensation was more
sensitive than any of the other sensations. Therefore, I
reject my hypothesis that stated that the sweet sense will be
more sensitive.
V. APPLICATION:
My project can be used in the world by people because they will
know the salty sensation is more sensitive, so they should use
less salt in their food.
TITLE: Which Plant Will Grow Best?
STUDENT RESEARCHER: Lauren Schneider
SCHOOL: Dawson Elementary School
Holden MA.
GRADE: 5
TEACHER: Wayne A. Boisselle
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to find out how long it takes for two plants to
grow, one is in the dark and another one in light. My
hypothesis states that the plant that is in the light will grow
best.
II. METHODOLOGY:
First, I wrote my statement of purpose. Next, I did a
literature review to find out information on my topic. From my
literature review I developed my hypothesis. I then performed
my experiment. I put five marigold seeds each into two pots
containing soil and water. I placed one pot in my teacherÕs
closet and the other in a sunny window. I checked each plant
each day and watered each plant when the top of the soil was
dry. I recorded my data on a collection chart. When my
experiment was over I analyzed my data and drew my conclusions.
Then I accepted or rejected my hypothesis. Finally, I applied
my data to the real world.
III. ANALYSIS OF DATA:
My graph shows how tall each plant grew. The plant in the dark
reached 7.5 cm and then it died. My other plant in the sun
grew really well. It kept on growing almost 2.5 cm every day.
It reached a final height of 22.5 cm. At the end of the
experiment, my flower bloomed. It was really pretty.
IV. SUMMARY AND CONCLUSION:
My data shows that the plant growing in the light grew best.
Therefore, I accept my hypothesis which stated that the plant
that is in the light will grow best.
V. APPLICATION:
My project can be applied to the world because I can tell
people that if they have a plant in the dark, it will not grow
well, but one in the light will.
TITLE: Super Munchers
STUDENT RESEARCHER: Katie Sobiech
SCHOOL: Dawson School
Holden, Massachusetts
GRADE: 5
TEACHER: Wayne A. Boisselle
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to find out if girls can play the Super Muncher
computer game better than boys. My hypothesis states that the
girls will get a higher score than boys.
II. METHODOLOGY:
First, I wrote my statement of purpose. Then I wrote my
literature review. After that I developed my hypothesis.
Next, I did my experiment. I chose four students (two boys and
two girls) who had never played the Super Munchers game before.
I taught each student how to play and then let them play the
same game for five minutes. After each student had a chance to
play once, I had them play a second time. I wrote all my data
in a collection chart. I then examined my data and wrote my
analysis of data. With that information, I accepted or
rejected my hypothesis. Finally, I drew a conclusion and
applied my data to the real world.
III. ANALYSIS OF DATA:
John got 285 points in his first trial and 425 on his second
trial. Chris got 265 points on his first trial and 570 on his
second trial. Linnea got 235 points on her first trial and got
500 on her second trial. Kim got 300 points on her first trial
and on her second trial she got 600.
IV. SUMMARY AND CONCLUSION:
In regards to total scores, the girls beat the boys by 90
points. Therefore, I accept my hypothesis which stated that the
girls will get a higher score.
V. APPLICATION:
This project can be used by teachers because it says that you
should teach kids for a longer period of time before testing
them. All students scores on the second game played were much
higher.
TITLE: What Grows Faster?
STUDENT RESEARCHERS: Ian Duffy
SCHOOL: Dawson Elementary School
Holden, Massachusetts
GRADE: 5
TEACHER: Wayne Boisselle
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to study plant growth and see if liquid plant food
makes plants grow faster. I wanted to find out if a plant
grows faster with water from the sink, distilled water, or
liquid plant food. My hypothesis stated that the plant watered
with Miracle Grow will reach the seventeen cm mark first.
II. METHODOLOGY:
First, I wrote my statement of purpose. Then I went to the
school library and found information for my literature review
and wrote that. Next, I developed my hypothesis and did my
experiment to test it. I used six bean plants in all. All
pots were filled with the same type of soil and one bean seed.
Two pots were fed a solution of Miracle Grow and water, two
were watered with tap water, and two were watered with
distilled water. I put all six plants in the same sunny window
to keep the light and heat variable the same and I watered them
with the same amount of liquid at the same time. I measured
my plants each day until one reached 17 cm. After my
experiment, I wrote my analysis of data and accepted or
rejected my hypothesis. Finally, I drew my conclusions and
applied my research to the real world.
III. ANALYSIS OF DATA:
My research shows that the plant that was fed Miracle Grow grew
the fastest. The plant watered with Miracle Grow grew to a
height of 18 cm. The plant watered with distilled grew to a
height of 17 cm. The plant watered with tap water grew to a
height of 15 cm at the end of my research.
IV. SUMMARY AND CONCLUSION:
I found out that the plant watered with Miracle Grow grew the
fastest. I therefore, accept my hypothesis which stated that
the plant watered with Miracle Grow would reach the seven inch
mark first.
V. APPLICATION:
My research findings will help people know that Miracle Grow is
better than distilled water and tap water for growing plants.
TITLE: Which Grows Faster, Carrots Or Beets?
STUDENT RESEARCHER: Heather Marean
SCHOOL: Dawson Elementary School
Holden, MA
GRADE: 5
TEACHER: Wayne A. Boisselle
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I chose to do my project on plants because I wanted to see
which grows faster, beets or carrots. My first hypothesis
stated that the beets will take 3 to 6 days to germinate and
three weeks to start developing. My second hypothesis stated
that the carrots will take 1 to 2 1/2 weeks to germinate and
four weeks to start developing.
II. METHODOLOGY:
First, I wrote my statement of purpose. After doing a
literature review, I wrote my hypothesis. Next, I performed my
experiment. I planted ten carrot seed and ten beet seeds in
pot filled with potting soil. I watered them both the same and
kept them in the same sunny window. I observed my plants each
day and recorded all this information on a chart. Then I
looked at and analyzed my data. I then accepted or rejected my
hypothesis. Finally, I drew my conclusions and applied my data
to the real world.
III. ANALYSIS OF DATA:
When the carrots grew they were a yellowish-green in color.
When the beets grew the stems were fuzzier and the leaves were
a jungle-green color. On day seven, the carrots germinated.
On day three, the beets started to germinate. On day nine, the
carrots were 1.5 cm tall and the beets were 5 cm tall.
IV. SUMMARY AND CONCLUSION:
My data shows that the beets started to germinate 4 days faster
than the carrots. Also, the carrots grew much slower and were
much shorter than the beets. Because of my data, I accepted
both of my hypotheses which stated that the beets will take 3-6
days to germinate and the carrots will take 1 to 2 1/2 weeks to
germinate.
V. APPLICATION:
My project can be used in the real world for people who plant
gardens. This project will inform them that they should plant
their carrots before their beets because the beets germinate
faster than the carrots.
TITLE: Color-Blindness
STUDENT RESEARCHER: Aimee Blaquiere
SCHOOL: Dawson Elementary School
Holden, MA
GRADE: 5
TEACHER: Wayne A. Boisselle
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to know if fifth graders are color-blind just like my
brother and how color-blindness affects people. My first
hypothesis states that girls will correctly identify all the
shapes on a color-blindness chart. My second hypothesis states
that at least one boy will incorrectly identify at least one
shape on a chart.
II. METHODOLOGY:
First, I wrote my statement of purpose. Next, I reviewed the
literature and then developed my hypothesis. Then I performed
my experiment. I used three color-blindness charts that I got
from my eye doctor. Each chart tested different colors. I had
each student in turn (five girls and four boys) look at each
chart and tell me what she/he saw. I recorded my data and then
analyzed it. Next, I accepted or rejected my hypothesis.
Finally, I drew my conclusions and applied my data to the
world.
III. ANALYSIS OF DATA:
Overall, four out of five girls identified all the shapes on
the charts correctly. One girl got one shape wrong on charts 2
and 3. Three out of four boys identified all the shapes on the
charts correctly. One boy got one shape wrong on chart 3.
IV. SUMMARY AND CONCLUSION:
All my subjects correctly identified the shapes on chart 1.
One girl got one shape wrong on chart 2. One girl and one boy
got one shape wrong on chart 3. Therefore, I reject my first
hypothesis which stated that the girls will correctly identify
all the shapes on a color-blindness chart. I accept the
hypothesis that stated that at least one boy will incorrectly
identify at least one shape on a chart.
V. APPLICATION:
Towns, cities, or villages can use this information to find out
if they have a lot of people in their area that are color-
blind. If there are, they should make labels for important,
colorful signs. For example, on a stoplight they could label
the green light Go and the red light Stop.
TITLE: Freeze It! Freeze It! Hurry! Hurry!
STUDENT RESEARCHER: Thomas Alleman
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
TEACHER: Mrs. M. Smith
GRADE: 6
I. PROBLEM AND HYPOTHESIS:
I wanted to find out if different kinds of liquids freeze in
the same amount of time. My hypothesis stated that the water
will freeze first.
II. METHODOLOGY:
I stated my purpose, conducted my review of literature, and
developed my hypothesis. Then I measured out 60 ml. of each of
the following liquids and put them into plastic cups: water,
milk, orange juice, and Gatorade. Then I placed all four cups
into the freezer, set on the coldest temperature, and timed how
long it took to freeze them. I checked them every 10 minutes
with a toothpick. Then I recorded my results and repeated my
test two more times. Finally, I analyzed my data, wrote my
conclusions, and accepted or rejected my hypothesis.
III. ANALYSIS OF DATA:
The water froze in an average of 75 minutes. The orange juice
froze in an average of 103 minutes. The milk froze in an
average of 92 minutes. The Gatorade froze in an average of 84
minutes.
IV. SUMMARY AND CONCLUSIONS:
I discovered that the water did freeze the fastest. Therefore,
I accept my hypothesis which states that water will freeze the
fastest.
V. APPLICATION:
During baseball season, I like to freeze something to drink
before a game. I now know that water will freeze the fastest.
TITLE: Earthworms and the Germination and Growth of Seeds
STUDENT RESEARCH: Kimberly Vaughn
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Mrs. Smith
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out if earthworms affect the germination and
growth of lima bean seeds. My first hypothesis states that
more seeds will germinate in the pot with the earthworms. My
second hypothesis states that the lima bean plants will grow
taller and faster in the pot with the earthworms.
II. METHODOLOGY:
First, I soaked the lima bean seeds in regular tap water for 24
hours. I then planted six seeds each in two identical pots
which contained eight cups of potting soil. Each pot was
watered with one cup of regular tap water each week on the same
day of the week. Six earthworms were placed into pot B, while
pot A, the control pot, remained without earthworms. Both pots
were placed on a window sill to receive sunlight.
III. ANALYSIS OF DATA:
The results showed that in pot A, the control pot, five of six
seeds germinated and grew with the tallest plant reaching 30
inches. In pot B, the pot with the earthworms, six of six
seeds germinated with the tallest plant exceeding 36 inches.
The seeds in pot B also germinated 1-2 days sooner than the
seeds in pot A.
IV. SUMMARY AND CONCLUSION:
My data confirmed that the germination and growth of lima bean
seeds is affected by the presence of earthworms in the soil.
The number of seeds that germinate and the height of the plants
that grew exceeded that of the seeds and plants without the
earthworms. I accepted both of my hypotheses.
V. APPLICATION:
I can apply this information in the real world by using
earthworms to help germinate seeds in my own garden. This will
enable me to save money on fertilizer and to save the
environment from excessive use of chemicals.
© 1994 John I. Swang, Ph.D.