The National Student Research Center

E-Journal of Student Research: Science

Volume 4, Number 2, December, 1995

John I. Swang, Ph.D.

Founder/Director

National Student Research Center

2024 Livingston Street

Mandeville, Louisiana 70448

U.S.A.

E-Mail: nsrcmms@communique.net

http://youth.net/nsrc/nsrc.html

TABLE OF CONTENTS

1. Soil Conservation
2. Burning Paper Experiment
3. Which Liquids Tarnish Teeth
4. Can People Identify What Food They Are Tasting If They Can't See It?
5. The Effects of Gender Identity on Short Term Memory
6. Acidic, Basic, and Neutral Liquids

  

TITLE:  Soil Conservation

STUDENT RESEARCHERS:  Alexandra Brugal, Alicia Chong, Adriana
                      Quiros, and Gloriana Kelly
SCHOOL:  Lincoln Elementary School
         San Jose, Costa Rica
GRADE:  4
TEACHER:  Mrs. Monge


I.  STATEMENT OF PURPOSE AND HYPOTHESIS:

We wanted to know how water effects soil with grass growing 
over it and soil without a grass cover.  Our hypothesis stated 
that water will wash away the soil without a grass cover to 
hold the soil together.

II.  METHODOLOGY:

Materials:  In this experiment we will use a) two long boxes, 
b) soil, c) watering can with sprinkler head, d) grass, e) two 
empty containers, f) scissors, g) ruler, and h) water.

Procedure:  First, cut a hole at the end of each box.  Then put 
a layer of soil in each box that is 2 cm deep.  Next, cover one 
box with grass.  Then raise one end (the end opposite the hole) 
of the boxes 10 cm so that the water can drain out.  Then pour 
water over each box for 10 seconds and observe the water 
flowing out of the boxes.  Collect the water flowing out of 
each box and wait 30 seconds for water to settle.  Then measure 
the amount of soil and water in each container.

III.  ANALYSIS OF DATA:

Box A without the grass cover had more erosion.  The water we 
collected from Box A had 2 inches of soil settle to the bottom 
of it.  Box B had little erosion because the grass cover held 
the soil together.  There was only 1 inch of soil that settled 
to the bottom of the water we collected from Box B.

IV.  SUMMARY AND CONCLUSION:

By doing our experiment, we found out that the grass cover 
reduced the rate of soil erosion.  Therefore, we accept our 
hypothesis which stated that water will wash away the soil 
without a grass cover to hold the soil together. 

V.  APPLICATION:

Our findings can be of help to farmers and agricultural 
industries.  Grass coverings will help to prevent soil erosion.



TITLE:   Burning Paper Experiment

STUDENT RESEARCHER:  Paul O'Meallie 
SCHOOL ADDRESS:  Mandeville Middle School
     2525 Soult St. 
                 Mandeville, LA 70448
GRADE:  5 
TEACHER:  Ms. Erkel, M.Ed.


I.  Statement of Purpose and Hypothesis:

I wanted to know if the thickness of paper would affect the 
rate at which  paper burned.  My hypothesis states that the 
thicker the paper, the faster it will burn.

II.   Methodology

First, I stated my purpose, reviewed the literature and stated 
my hypothesis. Next, I gathered the materials needed for the 
experiment.  I cut three different thicknesses of paper into 
three 3" x 6" rectangles.  The first paper, the thinnest, was a 
piece of loose leaf paper.  The second piece, next in 
thickness, was part of a shoebox.  The third piece, the 
thickest, was a piece of extra thick poster board.  One by one, 
I held the pieces vertically with thongs over a cookie sheet 
and used a lighter to light the corner of each.  I used a 
stopwatch to record how long it took for each of the different 
thicknesses of paper to burn.  I repeated the entire procedure 
two more times to find an average burning time for each 
thickness.  Then I recorded the data, analyzed it, wrote a 
summary and conclusion, and applied my findings.

III.   Analysis of Data

In my experiment, I observed that it took the loose leaf paper 
9.54 seconds to burn in trial one, 11.91 seconds in trial two, 
and 9.24 seconds in trial three.  There was an average burning 
time of 10.23 seconds for the loose leaf paper.  I observed 
that it took the shoe box piece of paper 1 minute and 36 
seconds minutes to burn in trial one, 1 minute and 47 seconds 
in trial two, and 1 minute and 13 seconds in trial three.  
There was an average burning time of 1 minute and 32 seconds 
for the shoe box piece.  I observed that it took the 
posterboard 1 minute and 48 seconds to burn in trial one, 1 
minute and 28 seconds in trial two, and 1 minute and 28 seconds 
in trial three.  There was an average burning time of 1 minute 
and 34 seconds for the posterboard.

IV.  Summary and Conclusion

I observed that the thinner the paper, the faster the average 
burning time. Therefore, I reject my hypothesis which states 
that the thicker the paper, the faster it will burn.

V.  Application

The results of this experiment can be very useful in everyday 
life.  When you are building a bonfire and putting paper in the 
center under the wood, you should use thinner paper if you want 
it to catch fire sooner.  A medium thickness would be used to 
get a fast start and a longer burn.  If you are burning paper 
like a phone book in a trash pile and you want to keep it 
burning, you should tear the pages out rather than try to burn 
it whole.



TITLE:  Which Liquids Tarnish Teeth

STUDENT RESEARCHER:  Daniela Herrera, Rebeca Madrigal, 
Christine Steinvorth,
                     and Daniela Larragiviel
SCHOOL:  Lincoln Elementary School
         San Jose', Costa Rica
GRADE:  4
TEACHER:  Yolanda Gamboa


I.  STATEMENT OF PURPOSE AND HYPOTHESIS:

We want to find out which liquid will tarnish our teeth the 
most.  Our hypothesis states that tobacco will tarnish our 
teeth the most.

II.  METHODOLOGY:

To test our hypothesis, we used the following materials:  4 
teeth, 4 jars, Pepsi Cola, cigarettes, vinegar, and milk.  
First, we will place each tooth in a glass jar.  Then we filled 
up the first jar with a tobacco solution, the second with Pepsi 
Cola, the third with vinegar, and the fourth with milk.  Then 
we allowed the teeth to soak in each liquid for 5 days.  Then 
we observed the teeth with a hand lens.

III.  ANALYSIS OF DATA:

We observed that the tooth placed in vinegar was not change 
much.  The tooth in the tobacco solution was yellow.  The tooth 
in the milk looked pearlish.  The tooth placed in the Pepsi 
Cola looked brown.

IV.  SUMMARY AND CONCLUSION:

We observed that the teeth in the Pepsi Cola and the tobacco 
solution were the most tarnished.  Therefore, we accept our 
hypothesis.

V.  APPLICATION:

We would recommend to people to brush their teeth frequently, 
especially after drinking Pepsi Cola and smoking cigarettes.



TITLE:  Can People Identify What Food They Are Tasting If They 
        Can't See It?

STUDENT RESEARCHERS:  Ricardo Sancho and Adrian Aguilar
SCHOOL:  Lincoln School
         San Jose, Costa Rica
GRADE:  3
TEACHER:  Anne Curran


I.  STATEMENT OF PURPOSE AND HYPOTHESIS:

We wanted to know if people can identify what food they are 
tasting if they can't see it.  Our hypothesis states that 
people can guess what food they are tasting without seeing it.

II.  METHODOLOGY:

We used the following materials to test our hypothesis:  Salt, 
Sugar, Lemon, Bitters, Sauce, Water, Dropper, Checklist, and 
Cups.

First, we chose five persons by chance as subjects in our 
experiment (3 boys, 2 girls).  We covered their eyes with 
handkerchief.  Then we put some salt into their mouth.  Then we 
asked them what they tasted.  Then we put the sugar, lemon, 
bitters, sauce, and water in their mouth and we asked what they 
tasted. 

III.  ANALYSIS OF DATA: 

The only flavor the five people didn't guess was the bitter 
flavor.

IV.  SUMMARY AND CONCLUSION: 

The people in our experiment could identify Salt, Sugar, Lemon, 
Sauce, and Water.  We think they didn't guess this flavor 
because they don't eat bitter food frequently.  Therefore, we 
accept our hypothesis which stated that people can guess what 
food they are tasting without seeing it. 

V.  APPLICATION: 

Our findings will help to reassure blind people.  By tasting 
different things, blind people can learn to identify what they 
are eating.



TITLE:  The Effects of Gender Identity on Short Term Memory

STUDENT RESEARCHERS:  Rocio Aguilar, Mauricio Artinano, Karina
                      Denegri, Jocelly Guie, Nathalie Macluf
SCHOOL:  Lincoln School
         San Jose, Costa Rica
GRADE:  6
TEACHER:  Ms.  Esther Paul


I.   Statement of Purpose and Hypothesis:

We wanted to find out who has a better memory, boys or girls.  
We also wanted to know which picture in our experiment would be 
remembered the most and which picture would be remembered the 
least.  Our first hypothesis is that the boys will remember 
more masculine pictures.  Our second hypothesis is that girls 
will remember more feminine pictures.

II.   Methodology:

We chose this experiment from "The Complete Handbook of Science 
Fair Projects."  First, we glued seven black and white feminine 
pictures and seven black and white masculine pictures on two 
posters in random order.  We considered the heart, the teddy 
bear, the flower, the butterfly, the ballet shoes, the 
ballerina, and the house to be feminine pictures.  The soccer 
ball, the football, the basketball, the motorcycle, the 
football player, the monster, and the baseball and baseball bat 
were considered masculine pictures.  Then we showed the posters 
to 50 boys and girls from first to fifth grade, one by one, for 
nine seconds.  They then told us which pictures they remembered 
from the posters and we recorded all the information.  Once we 
finished with all the kids, we made several graphs to show the 
results of our experiment.

III.  Analysis of Data:

The results of our experiment indicate that first to fifth 
grade boys have better memory than girls and that the fifth and 
second graders have a batter memory than fourth, third, and 
first graders.  In first, fourth, and fifth grade, boys 
remembered more pictures than the girls; but in second and 
third grade, girls remembered more pictures than the boys.  The 
picture remembered the most was the soccer ball and the 
pictures less remembered were the flower and the motorcycle.

IV.  Summary and Conclusion:

We accepted both of our hypotheses.  Overall, boys remembered 
more masculine pictures and the girls remembered more feminine 
pictures.  Girls recalled 77 feminine pictures and 43 masculine 
pictures.  Boys recalled 72 masculine pictures and 59 feminine 
pictures.  Even though the boys demonstrated a better memory, 
the difference is very small and not significant.

V.  Application:

If there were a contest of general knowledge between schools we 
could distribute the curriculum subjects among the contestants 
and choose a boy to study for a subject like Social Studies 
because it requires a lot of memory.  Also, this same 
experiment could be done with words instead of pictures.  Such 
findings, and our findings, could help teachers know whether 
the kids will remember better if taught with pictures or words.



TITLE:  Acidic, Basic, and Neutral Liquids

STUDENT RESEARCHER:  Mariana Lopez
SCHOOL:  Lincoln Elementary School
         San Jose', Costa Rica
GRADE:  3
TEACHER:  Carmela Chacon


I.  STATEMENT OF PURPOSE AND HYPOTHESIS:

I want to know if Coke, garlic water, and lemon juice are an 
acid, a base, or a neutral substance.  My first hypothesis 
states that Coke is an acid.  My second hypothesis is that 
garlic water is an acid.  My third hypothesis is that lemon 
juice is an acid.

II.  METHODOLOGY:

To test my hypotheses, I will use 1/8 cup of lemon juice, 1/8 
cup of Coke, 1/8 cup of crushed garlic with water, 1/2 cup of 
water, red and blue litmus paper, and a straw.

First, I put red litmus paper into Coke.  Then I put blue 
litmus paper into the Coke.  Each time I observed and record 
the color of the litmus paper.  I repeated this procedure with 
the garlic water and the lemon juice.  Lastly, I used water to 
clean my materials and saved the litmus paper for future use.

III.  ANALYSIS OF DATA:

I observed that when I put red litmus paper into Coke the paper 
stayed red.  When I put blue litmus paper in Coke it turned 
red.  When I put red litmus paper into the garlic water the 
paper stayed red.  When I put the blue paper in the garlic 
water it turned red.  I observed that when I put red litmus 
paper into the lemon juice it stayed red.  When I put the blue 
paper in the lemon juice it turned red.

IV.  SUMMARY AND CONCLUSION:

I accepted all of my hypotheses.  My data indicated that Coke, 
garlic water, and lemon juice are acidic substances.  This is 
true because when you use red litmus paper with an acid 
substance the paper stays red and when you use the blue litmus 
paper in an acid substance it turns red.  With a neutral 
substance, neither of the papers changes color.  None of the 
substances were a base, but if there is a base, the red litmus 
paper would change color to blue and the blue litmus paper 
would stay blue.

V.  APPLICATION:

This research shows that litmus paper can be used to help 
determine certain properties of different substances.  It is 
important to know if a substance is a base, an acid or neutral.  
For example, some people may not be able to eat acid foods like 
Coke or garlic.

© 1995 John I. Swang, Ph.D.