The National Student Research Center
E-Journal of Student Research: Science
Volume 4, Number 3, December, 1995
The National Student Research Center
is dedicated to promoting student research and the use of the
scientific method in all subject areas across the curriculum,
especially science and math.
For more information contact:
- 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
- The Effects of Length on the Musical
Pitch of Organ Pipes and Calliope Whistles
- Plants With Water and No Water
- How Acidic is Rain Water in the
U.S.A.?
- Dispersion
- The Reflection of Light
- The Relationships Between Density
and Buoyancy
- The Dire Wolf Project
- Growing Plants in an Area With Very
Limited Light
- Traveling Air Pollution That Causes
Acid Rain
- Planting In Sand and Soil
- Stimuli and Response
- Plants with Light and No Light
- Does the pH in Lakes, Rivers and
Streams Change from Week to Week?
TITLE: The Effects of Length on the Musical Pitch of Organ
Pipes and Calliope Whistles
STUDENT RESEARCHER: Don P. Elbers
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Mrs. M. Smith
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
What is the effect of the length of an organ pipe or calliope
whistle on the frequency of the sound produced? My hypothesis
states that I think that decreasing the length of an organ pipe
or calliope whistle will result in tones of higher frequencies.
Lengthening the pipe or whistle will result in the production
of lower frequency tones.
II. METHODOLOGY:
A centrifugal blower was used to supply air to different types
and sizes of organ pipes and calliope whistles. The length of
a whistle or pipe, measured with a tape, was varied. The
musical pitch, measured with a piano tuner and frequency,
monitored with a frequency meter, were recorded as the length
of each device was varied.
III. ANALYSIS OF DATA:
For each pipe or whistle it is shown by the data collected that
an increase in length represents a lowering of pitch and
frequency. A decrease in length causes the pitch and frequency
to increase.
IV. SUMMARY AND CONCLUSION:
The rate of vibration of the air within the pipe or whistle
increases as the length decreases. It appears that sound waves
bounce back and forth within the pipe or whistle, at a higher
rate, over short distances and a lower rate over long
distances.
V. APPLICATION:
If you applied this information to real life you would know how
to tune calliope whistles such as those on the calliope on the
Mississippi Queen Riverboat and organ pipes such as those on
the organ on the City Park Carousel.
Title: Plants With Water and No Water
Student Researchers: Heather Veneble, Scott Burbank, Britni
Lott, David Soule, Noah Godin-Gree, Tony
Carlisle, Josh Kastenhuber, Kenneth Ivy,
Carl Willett, Ashley Singer, Tanya Oltz
School: Enfield Elementary,
Ithaca, New York
Grade: 2
Teachers: Maria Leahy and Daisy Sweet
I. Statement of Purpose and Hypothesis:
We wanted to find out if a plant needed water to live. We
predicted that the plant we watered would live. We predicted
that the plant we did not water would die.
II. Methodology:
We put one marigold plant in each of two cups. We added the
same amount of dirt to each cup. We put both plants in the
same place. We watered one plant almost every day. We did not
water the other plant.
III. Analysis of Data:
After eight days, the plant with water was growing and it was
green. The plant with no water was dying, the leaves were going
down, and the leaves were light green or yellow or brown.
After sixteen days, the plant with water was growing tall, had
dark green leaves, and the flower was opening. The plant with
no water had shriveled or no leaves, and the flower part was
dark. It was dead.
IV. Summary and Conclusion:
We learned that plants need water to grow. Without water the
plants die. Our predictions were true.
V. Application:
We will tell everyone to water their plants to make the plants
grow.
TITLE: How Acidic is Rain Water in the U.S.A.?
STUDENT AUTHOR: Katie Hurd
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
TEACHER: Mr. V. Carbone
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to find out which state in the U.S.A. has the most
acidic rain water. My hypothesis states that New York will
have the most acidic rain water.
II. METHODOLOGY:
First, I will send a letter over the computer asking schools in
the United States to help me on this project. Secondly, I will
send another letter to the people who responded telling them
what to do. Next, I will use their information to find out
which state has the most acidic rain water. The materials I
will use are: the computer, a map of the U.S.A., and a listing
of the schools in the U.S.A. I will also research the topic of
acid rain in the library.
III. ANALYSIS OF DATA:
The states that I wrote to were the following: CT, SC, MN, WI,
CA, PA, NY, GA, CO, VA, NJ, NV, VT, LA, TN, TX, and Washington,
D.C. The states that wrote back were CT, NY (2), and VA.
CT rain water had a pH of 6.5 the first time and 5.5 the second
time. The average rain water pH was 5.25. NY-(1) had a pH of
6.0 the first time and 5.0 the second time. The average pH was
5.1. NY-(2) had a pH of 4.5 the first time and 4.5 the second
time. The average pH was 4.5. VA had a pH of 6.5 the first
time, and 6.5 the second time. The average was 6.5.
IV. SUMMARY AND CONCLUSION:
I found that, out of the three states responding to my survey,
NY had the most acidic rain water with an average pH of 5.1 and
4.5. Therefore, I accept my hypothesis.
V. APPLICATION TO LIFE:
I can apply this to life because now I can tell New York to be
careful of the rain water around them. New York can also cut
down on the transportation that is in New York. They can also
cut down on the power plants that are putting harmful gases
into the air.
TITLE: Dispersion
STUDENT RESEARCHER: Erin LeCorgne
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 research project to determine whether or
not heat affects the amount of time it takes a substance to
spread evenly throughout a cup of water. My hypothesis states
that heat will decrease the amount of time it takes a substance
to spread evenly throughout a cup of water.
II. METHODOLOGY:
First, I wrote my statement of purpose and review of the
literature. Then I developed my hypothesis and wrote my
methodology. Next, I developed a list of materials I used.
The materials I used were three clear glasses, food coloring,
an eyedropper, and a stopwatch. Then, I created an observation
and data collection form. Next, I began my experiment. I
filled the clear glass to the top with water and put 7 drops of
food coloring in glass number one with an eye dropper. This
was done very slowly and carefully. I let the glass sit and
timed how long it took the food coloring to spread evenly
throughout the glass of water. I then took glass number two
and filled to the top with boiling water. Again I put 7 drops
of food coloring in glass number two with an eye dropper. This
was done very slowly and carefully. I let the glass sit and
timed how long it took the food coloring to spread evenly
throughout the glass of boiling water. Then I took glass number
three and filled it to the top with ice water. I put 7 drops
of food coloring in glass number three with an eye dropper.
This was done very slowly and carefully. I let the glass sit
and timed how long it took the food coloring to spread evenly
throughout the glass of ice water. I repeated this procedure
three more times. When I finished, I put the information on my
observation form. Then I analyzed my data and accepted or
rejected my hypothesis. Next, I wrote my summary and
conclusion. I then applied my findings to the real world. I
finally put my abstract on the computer to be published in the
electronic and printed journals of the student researchers.
III. ANALYSIS OF DATA:
The results of my experiment show that the hot water dispersed
the food coloring more quickly than the cold water. The hotter
the water was the more quickly it dispersed the food coloring.
This is because in the hot water the molecules are moving
faster than in the cold water.
IV. SUMMARY AND CONCLUSION:
For my four trials, with the different temperatures of water,
the hot water dispersed the food coloring the quickest.
Therefore, I accept my hypothesis which stated that heat will
decrease the amount of time it takes a substance to spread
evenly throughout a cup of water.
V. APPLICATION:
If you want something to disperse quickly in a liquid you
should heat the liquid.
TITLE: The Reflection of Light
STUDENT RESEARCHER: 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 the concept
that light waves reflect off smooth surfaces at the same angle
they hit them. I want to see if this is true. My hypothesis
states that light waves do reflect off smooth surfaces at the
same angle they hit them.
II. METHODOLOGY:
First, I wrote my statement of purpose. Then I wrote my review
of literature. Next, I developed my hypothesis. Then I wrote
my methodology. Next, I wrote my list of materials. Then I
developed my observation @ data collection form. Next, I began
my experimentation, observation, and data collection. I did my
experimentation by covering the lens of a flashlight with a
black piece of paper. I then cut a hole at the edge of the
paper so that only one ray of light could escape. Then I put a
white piece of paper on the floor and put the mirror's edge on
the paper so that a right angle was made. I laid the
flashlight down on the white paper with the hole on the black
paper covering the lens next to the floor. I set the
flashlight at several angles to the mirror on the floor. Then
I shined the flashlight at the mirror. I drew a line on the
white paper following the ray hitting the mirror and the ray
reflecting from the mirror. I then drew a line running
perpendicular to the mirror from the vertex of the angle which
the lines made and used a protractor to measure the two angles
created. I repeated this procedure for each angle. Then I
wrote my analysis of data. Next, I wrote my summary and
conclusions where I accepted or rejected my hypothesis. Then I
applied my findings to the real world. Last, I sent my
abstract to the national journal of student research.
III. ANALYSIS OF DATA:
I found that the in-going and out-going rays of light had the
same angle. For the first trial, I shined the flashlight at
the mirror at a 29 degree angle and the light reflected off at
a 29 degree angle. For the second trial, I shined the
flashlight at the mirror at a ten degree angle and the light
reflected off at a ten degree angle. For the third trial, I
shined the flashlight at the mirror at a 19 degree angle and
the light reflected off at a 19 degree angle.
IV. SUMMARY AND CONCLUSION:
My research indicates, that light reflects off smooth surfaces
at the same angle it hits them. Therefore, I accept my
hypothesis which states that light waves do reflect off smooth
surfaces at the same angle they hit.
V. APPLICATION:
I will use my new knowledge to rearrange the mirrors in my room
so that it will be brighter inside.
TITLE: The Relationships Between Density and Buoyancy
STUDENT RESEARCHERS: 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 determine
the relationships between density and buoyancy. My hypothesis
states that the density of an object and a liquid will affect
the object's buoyancy.
II. METHODOLOGY:
First, I wrote my statement of purpose. Then I researched my
topic and wrote a review of the literature. Next, I developed
my hypothesis. Then I wrote my methodology to test the
hypothesis. Next, I wrote a list of materials and developed an
observation and data collection form. Then I began my
experimentation. I found the densities of four different
objects and liquids. In the first two trials, I used an object
less dense than the liquid and in the last two trials I used an
object more dense than the liquid. Then I put the object less
dense than the liquid in the liquid and recorded whether or not
the object sunk. Then I put an object more dense than the
liquid in the liquid and recorded whether or not the object
sunk. I repeated this procedure for the other objects and
liquids. Next, I wrote my analysis of data. Then I wrote my
summary, conclusion, and application. Finally, I sent my
abstract to the Journal of Student Research for publication.
III. ANALYSIS OF DATA:
For the first trial, I used butter which has a density of .865
grams per cubic cm. and milk which has a density of 1.0315
grams per cubic cm.. When I placed the butter in the milk it
floated. For the second trial, I used cardboard which has a
density of .69 grams per cubic cm. and water which has a
density of 1 gram per cubic cm.. When I placed the cardboard
in the water it floated. For the third trial, I used paper
which has a density of 1.1 grams per cubic cm. and olive oil
which has a density of .918 grams per cubic cm.. When I placed
the paper in the olive oil it sunk. For the fourth trial, I
used a small brick which has a density of 2.2 grams per cubic
cm. and methyl (rubbing alcohol) which has a density of .81
grams per cubic cm.. When I placed the brick in the methyl it
sunk.
IV. SUMMARY AND CONCLUSION:
All the objects denser than the liquid sunk and all the objects
less dense than the liquid floated. Therefore, I accept my
hypothesis which stated that the density of an object and
liquid will affect the object's density.
V. APPLICATION:
My data indicates, that if I want something to be able to float
I will have to make sure that the object I want to float is
less dense than the liquid I want it to float in.
Title: The Dire Wolf Project
Student Researchers: Jennifer Bailey, Mike Bryant, Megan
Carey, Kristin Kutz, Kyla Marchand, Ryan
Martel, Christopher Mello, Nils Pilotte
School: North Elementary School
Somerset, MA
Grade: 5
Teacher: Bruce J. Herman
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to find out how big the dire wolf was (height and
weight) because there are no records that we could find. We
thought this was an excellent challenge since the dire wolf is
extinct.
II. METHODOLOGY:
First, we divided ourselves into two groups of four. Then we
each took turns measuring the Dire Wolf's skull size. We had
to decide what part of the skull to measure and do it all the
same way each time we measured the skull. Next, we measured
the skull sizes of our own domesticated dogs at home. We also
measured the shoulder height of our dogs. We hoped that this
information would help us predict the size of the Dire Wolf by
using proportions. After that we made one big bar graph using
the measurements from all of our animals. With this
information we were able to make a hypothesis of the size the
Dire Wolf. This information was shared with two other
elementary school with the use of e-mail. We decided that our
prediction of the size of the Dire Wolf was accurate according
to the results of the other two schools. Finally, we made a
composite cut of the Dire Wolf and hung it up in our school.
III. ANALYSIS OF DATA:
We found out that the Dire Wolf's weight was about 110 pounds.
The Dire Wolf's height was about 72 centimeters. We determined
these sizes by plotting the information on a graph of our other
dogs.
IV. SUMMARY AND CONCLUSION:
We found out that the more animals (pet dogs) we had on our
graph the more accurately we could predict the size of a Dire
Wolf. We used the results from the three schools to prove that
our predictions were accurate.
V. APPLICATION:
This process can be used to measure and predict the size of
many prehistoric animals by using a model of a body part for
measurement. This information may be useful to anyone
interested in comparing the sizes of existing animals and
extinct animals.
Title: Growing Plants in an Area With Very Limited Light
Student Researchers: Ed-Co Fifth Graders
School: Edgewood-Colesburg Elementary
Colesburg, Iowa
Grade: 5
Teacher: Kayla Ramsey
I. Statement of Purpose and Hypothesis:
What we wanted to do was put plants in a special place in our
school that has very little sunlight. Our hypothesis was that
some plants would grow well with very little light and others
would not.
II. Methodology:
We planted 32 different kinds of seeds in the same soil. We
put them all in cups. We started them all growing in the
classroom with quite a bit of light. Then we put them in the
place in our school with very little light where we wanted them
to grow. We left the plants in this area for four weeks.
III. Analysis of Data:
All of the 32 plants we grew did well in the classroom where we
started growing them. After growing them and taking care of
them in the area of our school with very little light for four
weeks, most of the plants had stopped growing, grew very
slowly, or died. There were just three main kinds of plants
that seemed to survive quite well in this area with very little
light.
IV. Summary and Conclusion:
We found that most of the 32 kinds of plants that we planted
did not thrive or survive in very limited sunlight. The three
kinds of plants that did fairly well in the area of our school
with very little sunlight were Begonias, Sweet Peas, and
Morning Glories.
V. Application:
We will inform our principal that we found that Begonias, Sweet
Peas, and Morning Glories were the type of plants that will
grow successfully in the special area of our school with very
little light.
TITLE: Traveling Air Pollution That Causes Acid Rain
STUDENT RESEARCHER: Peter Tinti
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
Teacher: Mr. Carbone
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to know if our state is down wind from states that emit
high amounts of air pollution that cause acid rain. I think
the states up wind from us produce high amounts of air
pollution that cause acid rain.
II. METHODOLOGY:
I will look a the jet stream for three weeks to see where we
get our air. Then I will examine those states in Connecticut's
path to find out what kinds of industries they have. This will
determine if the state is a high air pollution producer or a
low air pollution producer.
III. ANALYSIS OF DATA:
After looking at the jet stream for three weeks I found some
patterns. The wind swoops down in the mid-west. Then it goes
up New England. These were the following states that the wind
came from: New York, New Jersey, West Virginia, Ohio, and
Pennsylvania. From my research, I found that each one of these
states except Pennsylvania produce high amounts of air
pollution that produce acid rain.
IV. SUMMARY AND CONCLUSION:
Connecticut has high amounts of air pollution that causes acid
rain coming toward us. I accept my hypothesis.
V. APPLICATION TO LIFE:
I can apply this to life because I know that Connecticut is not
a good place for farming and growing plants because of acid
rain.
Title: Planting In Sand and Soil
Student Researchers: Brindi Lott, Sarah Drew, Jim Pellegrino,
Elizabeth Allen, Jenny Sinn, Elecia
Valenti, Scooter Blake, Bobby Ault, Ryan
Sievers, Nick Rossy
School: Enfield Elementary,
Ithaca, New York
Grade: 2
Teachers: Maria Leahy and Daisy Sweet
I. Statement of Purpose and Hypothesis:
We wanted to find out if popcorn seeds would grow better in
sand or soil. We predicted the popcorn seed would not grow in
sand. We predicted that the popcorn seeds would grow in the
soil.
II. Methodology:
We planted 4 popcorn seeds in each pot, one with sand and one
with soil. We put in the same amount of sand and soil. We
watered them each day. We put them next to each other in the
sunlight. We observed them and measured them. We recorded
our observations in our science journals.
III. Analysis of Data:
After six days, we did our first observation. We noticed that
the sand had three plants and the tallest plant was 3 cm. In
the soil, there were four plants and the tallest plant in the
soil was 4 cm. After 18 days, the sand had one plant and it
was 17 cm. Some of the plant's leaves were brown. In the
soil, there were 4 plants and the tallest was 34 cm. The
plants in the soil were dark green and the plant in the sand
was light green.
IV. Summary and Conclusion:
We learned that it is better to plant in soil than sand. Our
prediction that popcorn seeds would grow in soil was true. Our
prediction that popcorn seeds would not grow in sand was false.
One plant in the sand is still alive, but it has begun to die
since the leaves are brown. We think that if we waited more
days, our prediction about plants dying in the sand would be
true.
V. Application:
We will tell others to grow plants in soil, not in sand.
TITLE: Stimuli and Response
STUDENT RESEARCHER: Emily Meyer
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 the
relationship between a stimulus and a response which results in
learning. My hypothesis states that if I place a dog treat on
one side of the room and have my dog on the other side of the
room and honk a horn, my dog will come running and find the
treat, and eventually, she will learn that when she hears the
horn, she will find a treat if she goes to that side of the
room.
II. METHODOLOGY:
First, I wrote my statement of purpose and review of the
literature. Then I developed my hypothesis. Next, I wrote my
list of materials and made my data collection form. To test my
hypothesis, I set a puppy biscuit at one end of the room and
had my dog on the other. I placed the puppy biscuit where she
couldn't see it or me. Then I honked a horn to see if she came
running to find the treat. I repeated this procedure until my
dog learned that when she heard the horn she should come try to
find a puppy treat. I repeated this procedure with my dog
starting in different places, but the puppy biscuit always
stayed in the same place. Then I stopped putting down a puppy
biscuit and honked the horn to see if she would run to find the
puppy biscuit. Next, I analyzed my data and wrote my analysis
of data. Then I wrote my summary and conclusion where I
accepted or rejected my hypothesis. Finally, I wrote my
application and applied my findings to the real world.
III. ANALYSIS OF DATA:
I conducted fifteen trials of my experiment. In the first ten
trials, the treat was in the same spot. In the last five, the
treat was not there. In my first five trials, my dog responded
to the horn after a little while. In the next five trials, my
dog responded almost immediately after I blew the horn. In my
last five trials, my dog immediately responded to the honk of
the horn and ran to find the treat.
IV. SUMMARY AND CONCLUSION:
My data shows that every time I conducted my experiment, my dog
learned a little bit more, until she finally learned that when
she heard the horn, she should run and look for the treat.
Therefore, I accept my hypothesis which stated that my dog
would learn to run to find the treat at the sound of the horn.
V. APPLICATION:
Since my dog will run to a certain spot at the sound of the
horn, I suggest that if you want your dog to eat in a certain
spot, you should teach them like I did in my experiment.
Title: Plants with Light and No Light
Student Researchers: Rebecca Macmillan, Joe Howell, Lucas
Moliviatis, Kile Livingstone, Brandon
Cornell, Amanda Massa, Brandon Ellis,
Cassie Bauer, Jon Rogers, Ben Regenspan
School: Enfield Elementary,
Ithaca, New York
Grade: 2
Teachers: Maria Leahy and Daisy Sweet
I. Statement of Purpose and Hypothesis:
We wanted to learn if a plant needs sunlight to grow. We
predicted that if a plant did not have sunlight, it would die.
We predicted that if a plant did have sunlight, it would grow.
II. Methodology:
We put a marigold plant in a paper cup. We put in soil. We
put that plant in a cupboard. We put another marigold plant in
a paper cup. We put that plant in the sunlight. We put in the
same amount of soil in each cup. We watered both plants with
the same amount of water. We observed them. We recorded our
observations in our science journals.
III. Analysis of Data:
We observed the plants on the sixth day. The plant in the
cupboard was greenish-yellow. It was wilting. The plant in
the sunlight was dark green and had two flowers. On the 19th
day, the plant in the cupboard had shriveled leaves. It had
turned brown. It wilted more. The plant in the sunlight was
green and healthy.
IV. Summary and Conclusion:
We learned that plants need sunlight to live.
V. Application:
Make sure that a plant has plenty of sunlight to live.
TITLE: Does the pH in Lakes, Rivers and Streams Change from
Week to Week?
STUDENT RESEARCHERS: Chris Santucci, Courtney Montague, & Ryan
Janssen
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 if the pH level in our town's lakes,
streams, and rivers differ from week to week. Our hypothesis
states that they will change. They will become more acidic.
II. METHODOLOGY:
First, we will research the literature on what acid rain does
to lakes, rivers, and streams. Second we will test the pH in
lakes, rivers, and streams weekly to see if there are changes.
We will get samples of water and then test them. We will test
them with litmus paper.
IV. ANALYSIS OF DATA:
We tested the lakes, rivers, and streams for three weeks. Here
are our results.
Name: Week 1 Week 2 Week 3
Lake Mohegan 4.5 5.0 5.0
Mill River 5.0 5.5 5.0
Cascades 5.5 5.5 6.0
Owen Fish 4.5 5.5 5.5
Lake hills --- 5.5 5.0
Cricker Brook 5.0 5.0 5.0
Morehouse Highway --- 5.0 6.0
Gould Manor 5.4 5.5 5.5
Horse Tavern 5.5 5.0 4.5
We found out that five went up on the reading and became more
alkaline. Three of them went down on the reading and became
more acidic. One stayed the same.
IV. SUMMARY AND CONCLUSION:
We reject our hypothesis. The majority of the lakes, streams,
and rivers did not become more acidic.
V. APPLICATION TO LIFE:
We now know how acid rain can pollute the lakes, rivers, and
streams and how important it is to keep them clean.
© 1995 John I. Swang, Ph.D.