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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. Friction and Surface Texture
2. What Type of Birdseed Do Birds In My Backyard Eat the Most?
3. Density of Soap Bars
4. Melting Rates of Various Materials
5. The Effect of Temperature on Carbonation
6. Testing the Durability of Cloth
7. A Comparison of Body Sizes of Fourth and Seventh Graders
TITLE: Friction
STUDENT RESEARCHER: Adam Henning
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to do a scientific research project on friction. I
wanted to find out what surface an object will slide on the
fastest on. My hypothesis stated that an object covered with
aluminum foil will slide faster down an inclined plane than one
covered with Saran Wrap, waxed paper, or no covering.
II. METHODOLOGY:
First, I stated my purpose, reviewed the literature on
friction, and developed a hypothesis. Then I developed a
methodology to test my hypothesis. Then I got four boxes the
same size and poured a cup of sand into each box. Then I
covered one box with aluminum foil, one box with Saran Wrap,
and one box with waxed paper. Then I created an inclined plane
by placing five books under each leg on the back side of a
table. Next, I placed the box covered with
nothing on top of the inclined plane and let it slide down. I
timed how long it took to slide down and I repeated this two
more times and recorded how long it took on my data collection
form. I repeated this procedure three times for each of the
remaining boxes. I then analyzed my data, wrote my summary
and conclusion and finally applied my findings to the real
world.
III. ANALYSIS OF DATA:
In trial 1, the box covered with aluminum foil slid down the
plane in a time of 1.15 seconds. The box covered with
cellophane wrapping slid down the plane in a time of 2.64
seconds. The box covered with waxed paper slid down the plane
in a time of 1 second. The box with no covering slid down the
plane in a time of 1.30 seconds. In trial 2, the box covered
with aluminum foil slid down in a time of 1.15 seconds. The
box covered with cellophane wrapping slid down in a time of 5
seconds. The box covered with waxed paper slid down in a time
of 1 second. The box with no covering slid down in a time of 1
second. In trial 3, the box covered with aluminum foil slid
down the plane in a time of 1.25 seconds. The box covered with
cellophane wrapping slid down the plane in a time of 5 seconds.
The box covered with waxed paper slid down the plane in a time
of 1.20 seconds. The box with no covering slid down the plane
in a time of 1.15 seconds.
IV. SUMMARY AND CONCLUSION:
The box covered with aluminum foil slid down the plane in an
average time of 1.18 seconds. The box covered with cellophane
wrapping slid down the plane in an average time of 4.21
seconds. The box covered with waxed paper slid down the plane
in an average time of 1.06 seconds. The box with no covering
slid down the plane in an average time of 1.15 seconds. I
therefore reject my hypothesis which stated that the box
covered with aluminum foil would slide down an inclined plane
faster than one covered with Saran Wrap, waxed paper, or no
covering. The box covered with waxed paper was fastest.
V. APPLICATION:
I now know that cellophane wrapping is very sticky and causes a
large amount of friction. I also know that waxed paper slides
well and causes a very low amount of friction. If I want to go
down a slide fast, I will put waxed paper on the slide first.
TITLE: What Type of Bird Seed Do Birds in My Backyard Eat The
Most?
STUDENT RESEARCHER: Casey Blanchette
SCHOOL: Mandeville Middle School
Mandeville, Louisiana.
GRADE: 6
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to find out which type of bird seed birds in my backyard
like the best. My hypothesis states that birds in my backyard
will eat more blackoil sunflower seeds than millet, cracked
corn, or hopper mix.
II. METHODOLOGY:
First, I stated my purpose, conducted a review of literature of
birds, and developed a hypothesis. Then I filled four
containers each with 2 ounces of blackoil sunflower seed,
cracked corn, millet, and hopper mix. Next, I set the
containers out in my backyard, side by side. Then, for the
next 5 days, at 4:30 p.m., I checked the containers. I measured
the amount of seeds left and recored it on my data collection
form. Finally, I analyzed the data, wrote a summary and
conclusion, and applied my findings to the real world.
III. ANALYSIS OF DATA:
On day 1, no blackoil sunflower seeds were left, 2 oz. of
millet were left, 2 oz. of cracked corn were left, and 1/2 oz.
of hopper mix was left. On day 2, 1/2 oz. of blackoil
sunflower seed was left, 2 oz. of millet were left, 2 oz. of
cracked corn were left, and 1 oz. of hopper mix was left. On
day 3, no blackoil sunflower seeds were left, 1 1/2 oz. of
millet eres left, 1 1/2 oz. of cracked corn were left, and 1/2
oz. of hopper mix was left. On day 4, no blackoil sunflower
seeds were left, 2 oz. of millet were left, 2 oz. of cracked
corn were left, and 1/2 oz. of hopper mix was left. On day 5,
1/2 oz. of blackoil sunflowerseed was left, 1 1/2 oz. of millet
were left, 2 oz. of cracked corn were left, and 1/2 oz. of
hopper mix was left.
IV. SUMMARY AND CONCLUSION:
The total amount of seed eaten during a five day time period
was as follows: blackoil sunflower seed - 9 oz., millet - 1
oz., cracked corn - 1/2 oz., hopper mix- 7 oz. Therefore I
accept my hypothesis which stated that birds in my backyard
will eat more blackoil sunflower seed than millet, cracked
corn, or hopper mix.
V. APPLICATION:
The birds in my backyard preferred eating the blackoil
sunflower seeds the most when compared to millet, cracked corn,
or hopper mix. So, if I am trying to attract more birds to my
backyard, I will put out more blackoil sunflower seed. I can
share this information with the local bird shops in the area.
TITLE: Soap-Density
STUDENT RESEARCHER: Drew McLaughlin
SCHOOL: Mandeville Middle
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to do a scientific research project to find out which
of these four soaps; Camay, Dial, Shield, and Safeguard, is the
least dense. My hypothesis stated that Dial soap will float in
water, have the least water displacement, and therefore be the
least dense.
II. METHODOLOGY:
First, I stated my purpose, reviewed the literature density,
and developed my hypothesis. Then I cut a piece of soap 4 mm
by 3 mm by 2 mm from the four different brands of bar soap. I
placed each piece, one at a time, in a glass jar filled with
eight ounces of water. I recorded whether or not it floated
and also recorded the amount of water displaced. Then I
removed the piece of soap, made sure that the water level in
the jar was at eight ounces and repeated the procedure three
times for each brand of soap. I analyzed my data, wrote a
summary and conclusion, then I applied my findings to the real
world. Finally, I turned in my completed report and abstract.
III. ANALYSIS OF DATA:
On trial one, Camay did not float, nor did Dial, Safeguard, or
Shield. Also on trial one, the water displacement of Camay was
1.25 oz., Dial was 2.0 oz., Safeguard was 2.0 oz., and Shield
was 1.0 oz. On trial two, none of the soaps floated. Camay's
water displacement was 1.5 oz., Dial's 1.75 oz., Safeguard's
was 2.0 oz., and Shield's 1.0 oz. None of the soaps floated on
trial three. The water displacement of Camay was 1.5 oz.,
Dial's was 1.75 oz., Safeguard's was 2.0 oz., and Shield's was
1.0 oz. The average displacement of Camay was 1.42 oz., Dial's
was 1.8 oz., Safeguard's was 2.0 oz., and Shield's was 1.0 oz.
IV. SUMMARY AND CONCLUSION:
None of the soaps floated. Shield displaced less water than
Dial or any of the other soaps. I therefore reject my
hypothesis which stated that Dial soap will float in water,
have the least water displacement, and therefore be the least
dense. Shield was the least dense.
V. APPLICATION:
If you are on a camping trip and plan on taking a bath in a
lake, don't use any of the soaps I tested. If they slip out of
your hand, they will sink to the bottom!
TITLE: Melting Rate of Various Materials
STUDENT RESEARCHER: Jeff Carollo
SCHOOL: Mandeville Middle School
Mandeville La.
GRADE: 6
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to do a scientific research project on the melting
rate of various materials. My hypothesis stated that frozen
sugar water would melt slower than frozen salt water and frozen
tap water.
II. METHODOLOGY:
First, I stated my purpose, reviewed the literature the
freezing of liquids, and developed my hypothesis. Next, I got
three cups of the same size and filled them each with the same
amount of water. I labeled the first cup 1, the second cup 2,
and the third cup 3. I then added yellow food coloring to cup
1 and poured the contents of the cup into four sections of a
twelve section ice cube tray. Then I added sugar to cup 2
until it no longer dissolved and mixed in some green food
coloring. I then added salt to cup three until it no longer
dissolved and mixed in some red food coloring. I then poured
sugar water from cup 2 into four sections of the ice cube tray
and salt water from cup 3 into the remaining four sections of
the tray. I put the tray into the freezer. When the cubes
were finally frozen I removed the cubes and placed them on a
cooking sheet each assorted into their own group. From there I
recorded onto my data collection sheet how long it took for
each cube to dissolve. Finally, I analyzed my data, wrote my
summary and conclusion, and applied my findings to the real
world.
III. ANALYSIS OF DATA:
The first salt cube melted in just 35 minutes, the second in 40
minutes, the third in just 32 minutes, and the fourth in just
33 minutes for an average of 35 minutes. This was the fastest
melting water. The first sugar cube melted in 44 minutes, the
second in 47 minutes, the third in 48 minutes, and the fourth
sugar cube melted 48 minutes and for an average of 47 minutes.
This liquid was second fastest melting in my experiment. The
first tap water ice cube lasted for an hour and fifteen
minutes, the second lasted for an hour and four minutes, the
third lasted an hour and two minutes, and the fourth cube
lasted an hour and fourteen minutes. The tap water cubes took
an average hour and eight minutes to melt.
IV. SUMMARY AND CONCLUSION:
The frozen salt water melted in an average 35 minutes, the
frozen sugar water in an average 47 minutes, and the frozen tap
water melted in an average time of 68 minutes. Therefore, I
reject my hypothesis which stated that frozen sugar water would
melt slower than frozen salt water and frozen tap water.
V. APPLICATION:
The next time I need to keep something in a cooler for a long
time I will know to use ice made form frozen tap water because
it melts slowest.
TITLE: The Effect of Temperature on Carbonation
STUDENT RESEARCHER: Teresa Kloepfer
SCHOOL: Mandeville Middle
Mandeville, Louisiana
Grade: 6
TEACHER: E. Marino. M.Ed.
I. Statement of Purpose and Hypothesis:
I want to find out if temperature helps carbon dioxide gas stay
in soda better. My hypothesis states that warm soda will lose
carbon dioxide gas faster than cold soda or soda at room
temperature.
II. Methodology:
First, I wrote my statement of purpose, reviewed the literature
on carbonation, and developed my hypothesis. I then opened
three bottles of room temperature soda and quickly covered each
bottle with a balloon to collect any carbon dioxide gas
released. Next, I set a bottle in ice water, another in a bowl
of hot water, and the third in a bowl of room - temperature
water. I waited for five minutes. Then I wrapped a string
around the widest part of each balloon and measured the strings
length with a centimeter ruler to determine which soda had
released the most carbon dioxide gas, I repeated this process
two more times. Then I wrote my summary and conclusion,
analysis of data, and application. Finally, I published my
research in the Journal of Student Research.
III. Analysis of Data:
I did nine trials and all sodas lost some carbon dioxide.
For the cold soda, the escaping carbon dioxide expanded the
balloon to an average of 8 cm. The carbon dioxide from the hot
soda expanded the balloon to an average of 12.3 cm. The carbon
dioxide gas escaping from the room temperature soda expanded
the balloon to an average of 11 cm.
IV. Summary and Conclusion:
The hot soda lost the greatest amount of carbon dioxide.
Therefore, I accept my hypothesis which states that warm soda
will lose more carbon dioxide than the cold soda or soda at
room temperature.
V. Application:
Now I know that soda looses more carbon dioxide when it is hot.
I will now put my open soda in the fridge. I will share this
information with my family and friends.
TITLE: Testing the Durability of Cloth
STUDENT RESEARCHER: Laurie Kotter
SCHOOL: Mandeville Middle School
Mandeville, LA.
GRADE: 6
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a scientific research project on the
durability of cloth. My hypothesis states that denim will be
more durable than cotton or wool.
II. METHODOLOGY:
First, I stated my purpose, did a review of literature on
durability of cloth, and then developed my hypothesis. Next, I
collected three pieces of each fabrics, (cotton, denim, and
wool), sandpaper, baseball, and my data collection form. I
then wrapped each fabric around the ball, and taped the
sandpaper on the table top. I placed the baseball on the edge
of the sandpaper and pulled it across the sandpaper 5 times.
Then I switched to the next material until all were tested.
Then I checked the fabrics to see if they had any holes, were
worn out, showed threads unraveling, etc. I then repeated this
entire procedure 2 more times with the same fabrics recording
any changes. Each fabric was tested exactly the same 3 times.
I then analyzed my data and wrote a wrote a summary and
conclusion. I applied my finding to everyday life. I
published my paper as a complete report and abstract.
III. ANALYSIS OF DATA:
For the wool, I found in trial 1 it had a hole, was worn out,
and threads were unraveling. For trial 2, it was the same as
trial 1. In trial three, I found that the wool had a hole and
was totally damaged.
In trial one for the cotton, the cloth had a hole, was totally
damaged, and threads were unraveling. For trial two, it had a
hole, was totally damaged, and the threads were unraveling. In
trial three, the cotton was worn out and threads were
unraveling.
The denim in trial one, had little holes, looked good, and
threads were unraveling. For trial two, I found that the denim
had little holes, was a little worn out, still looked pretty
good, and threads were unraveling. For trial three, the denim
had a hole and was worn out.
IV. SUMMARY AND CONCLUSION:
Denim was never totally damaged. Two out of three times the
denim still looked good. Therefore, I accepted my hypothesis
which stated that denim will be more durable than cotton or
wool.
V. APPLICATION:
I will share this information with my mom. She can buy denim
for my little brother/sister who gets holes in their knees of
their pants a lot.
TITLE: Body Sizes
STUDENT RESEARCHERS: Mr. Carbone's Math Class
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
TEACHER: Mr. V. Carbone
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to find out how much bigger a seventh grader is when
compared to a fourth grader. Our hypothesis states that the
seventh graders will be bigger than the fourth graders by the
following amount: head-3 cm, foot-4 cm,
ankle-3 cm, and smile-2 cm.
II. METHODOLOGY:
We did a similar project comparing the first graders and the
fourth graders. We found a pattern. The fourth grader was
bigger in every area by 2 cm except in the measurement of the
smile. The fourth grader was only one cm bigger in smile. We
used this information to develop our hypothesis. Since we
found measurements of students three years younger than us, we
now wanted to compare measurements with students three years
older than we are. We first found the mean/average head, foot,
ankle, and smile size for the fourth graders. Then we did the
same thing with seventh graders. Seventh grade students from
Nashville, Tenn. helped us out with measurements. We exchanged
information through the Internet.
III. ANALYSIS OF DATA:
Fourth grade Seventh grade
Head size 54 cm 51.5 cm
Foot size 20 cm 27.0 cm
Ankle size 20 cm 24.1 cm
Smile size 8 cm 7.3 cm
The seventh graders' average head size was 2.5 cm smaller than
the fourth graders' average head size. The seventh graders'
average foot size was 7.0 cm bigger. The seventh graders'
average ankle size was 4.1 cm bigger. The seventh graders'
average smile size was .7 cm smaller than the fourth graders'
average smile size.
IV. SUMMARY AND CONCLUSION:
In our survey, seventh graders tended to have slightly smaller
heads and smiles than fourth graders. We are not sure why the
seventh graders' heads were smaller than the fourth graders'
head. Also, seventh graders tended to have larger feet and
ankles than fourth graders. Therefore, we reject our
hypothesis in every area.
V. APPLICATION TO LIFE:
Doctors would want to know the average heights for each age
group to see if their patients are in the average areas or not.
Parents would want to know this information for the same
reason. Clothes companies would want to know these
measurements for hat sizes, shoe sizes, and sock sizes for each
age group. Modeling agencies might be interested in smile
sizes.
© 1995 John I. Swang, Ph.D.