The National Student Research Center

E-Journal of Student Research: Science

Volume 4, Number 6, March, 1996

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. Can Food Be Tasted Without Being Smelled?
2. Speedy Slopes and Incline Plane Surfaces
3. Bounce Back and Air Pressure In A Ball
4. Melting Ice
5. Weight and Incline Planes
6. Incline Plane Surface Coverings and Rolling Marble Speeds

TITLE:  Can Food Be Tasted Without Being Smelled?

STUDENT RESEARCHERS:  Colby Omner and Amy Askegren
SCHOOL:  Mandeville Middle School
         Mandeville, Louisiana
GRADE:  6
TEACHER:  John I. Swang, Ph.D.


I.  STATEMENT OF PURPOSE AND HYPOTHESIS:

We would like to do a scientific research project on the 
ability of people to taste salty, sweet, sour, and bitter foods 
without smelling them.  Our hypothesis states that test 
subjects will be able to identify salty, sour sweet and bitter 
liquids without their sense of smell.

II.  METHODOLOGY:

First, we wrote our statement of purpose and reviewed our 
literature.  Our review of literature was on the five senses 
and the sense organs, but it was mostly on taste and smell.  
Second, we wrote our hypothesis, identified our variables, and 
wrote our methodology.  

Our manipulated variables were the different types of liquid 
that were tasted and allowing the test subjects' to smell the 
liquid and by not allowing them to smell the liquid during the 
tests.  Our controlled variables were the different ages of the 
test subjects, how much liquid for each taste test was placed 
on each subjects' tongue, the subjects health, and the 
concentration of the solution placed on the tongue.  Our 
responding variable was the ability of each subject to taste 
the liquid placed on their tongue.

Next, we made our data collection form and we began our 
experiment.  First, we mixed our solutions.  Our first liquid 
was the sour liquid consisting of 1/2 cup of vinegar, that was 
diluted with 1/2 cup of water.  Our second liquid was the 
bitter liquid consisting of 1/2 cup of black coffee, diluted 
with 1/2 cup of water.  Our third liquid was the salty liquid, 
consisting of four teaspoons of salt dissolved in a 1/2 a cup 
of water.  Our fourth liquid was the sweet liquid, consisting 
of 4 teaspoons of sugar dissolved in a 1/2 a cup of water.  
Next, we took a blindfold and wrapped it around the subjects' 
head so they could not see.  
  
In the first trial, we held the subjects nose so that they 
could not use their sense of smell.  Then we took an eyedropper 
full of each liquid and emptied it onto the subject's tongue.  
We allowed them to swish it around on their tongue.  Then we 
had them name whether it had a sweet, salty, sour, or bitter 
taste.  We repeated this process with every liquid, with a pure 
tap water rinse after each test liquid was tasted.  

Then we repeated the whole process, but did not hold the 
subject's nose which allowed them to smell the liquid after it 
was placed on their tongue.

We wrote down our data on our data collection form.  There were 
two sets of data, one from each student researchers.  After 
combining our data, we conducted our analysis of data, wrote 
our summary and conclusions, and applied our findings to the 
world outside the classroom.

III.  ANALYSIS OF DATA:

Our analysis of data showed that, three of four young test 
subjects could name the salty liquid with their nose, four of 
four could name the sweet liquid, two of four could name the 
sour liquid, and four of four could name the bitter liquid with 
their nose.

Without their nose, two of four young test subjects could name 
the salty  liquid, three of four could name the sweet liquid, 
two of four could name the sour liquid, and two of four could 
name the bitter liquid without their nose.

In the older group, with their nose, four of four test subjects 
could name the salty liquid, four of four could name the sweet 
liquid, three of four could name the sour liquid, and two of 
four could name the bitter liquid.

Without their nose, three of four older test subjects could 
name the salty liquid, two of four could name the sweet liquid, 
three of four could name the sour liquid, and none of four 
could name the bitter liquid.

With their nose, seven of all eight subjects could name the 
salty liquid, eight of eight could name the sweet liquid, five 
of eight could name the sour liquid,  and six of eight could 
name the bitter liquid.

Without their nose, five of eight could name the salty liquid, 
five of eight could name the sweet liquid, five of eight could 
name the sour liquid, and two of eight could name the bitter 
liquid.   

IV.  SUMMARY AND CONCLUSION:

In summary, we found out that subjects in our research project 
can name liquids better by using their sense of smell than by 
just tasting it alone.  This is especially true for bitter 
liquids.  Therefore we reject our hypothesis which stated that 
test subjects will be able to identify salty, sour sweet and 
bitter liquids without their sense of smell.

V.  APPLICATION:

We can apply this data to the real world outside the classroom 
by holding our nose when we have to eat a food or have to take 
medicine we do not like so we do not have to taste it as much.



TITLE:  Speedy Slopes and Incline Plane Surfaces

STUDENT RESEARCHER:  Mark Richard
SCHOOL:  Mandeville Middle School
         Mandeville, Louisiana
GRADE:  6
TEACHER:  Mrs. Marino


I.  STATEMENT OF PURPOSE AND HYPOTHESIS:

I want to do a scientific research project to see what effect 
of the surface of an inclined plane has on how far an object 
rolls.  My hypothesis states that a matchbox car that rolls 
down an inclined plane covered with wax paper will roll farther 
than when rolled down an inclined plane covered with sandpaper 
or aluminum foil.

II.  METHODOLOGY:

First I stated my purpose, reviewed the literature, and 
developed my hypothesis.  Next, I gathered my materials.  Then 
I made an inclined plane 6 cm high on the floor.  I rolled a 
match box car down the inclined plane with nothing on the 
inclined plane.  I recorded how far it rolled on my data 
collection sheet.  I repeated this 2 more times.  I covered the 
inclined plane with sand paper and rolled the matchbox car down 
the inclined plane.  I recorded how far it rolled on my data 
collection sheet.  I repeated this 2 more times.  I then 
changed the surface to wax paper and repeated the same 
procedure 3 times.  Finally, I put aluminum foil on the surface 
and tested 3 times recording the distance each rolled on my 
data collection sheet.  Then I analyzed my data, wrote a 
summary and conclusion, and applied this information to the 
real world.

III. ANALYSIS OF DATA:

The data shows that, on trial one with no covering on the 
incline plane, the car rolled 124 cm.  For trial two, it rolled 
135 cm.  For trial three, it rolled 141 cm.  The car rolled an 
average of 133 cm.

For trial one, with the sandpaper, the car rolled 123 cm.  For 
trial two, it rolled 117 cm.  For trial three, it rolled 113 
cm.  The car rolled an average of 117.7 cm.

For trial one, with the wax paper, the car rolled 139 cm.  For 
trial two, it rolled 140 cm.  For trial three, the car rolled 
143 cm.  The car rolled an average of 140.7 cm.

For trial one, with the aluminum foil, the car rolled 152 cm.  
For trial two, it rolled 138 cm.  For trial three, the car 
rolled 154 cm.  The car rolled an average of 148 cm.

IV.  SUMMARY AND CONCLUSION:

The average distance the car rolled when the incline plane was 
covered with sandpaper was 117.7 cm., for no covering, it was 
133.3 cm., for the wax paper covering, it was 140.7 cm., and 
for aluminum foil, it was 148 cm.  Therefore, I reject my 
hypothesis which stated that a matchbox car that rolls down an 
inclined plane covered with wax paper, will roll farther than 
when rolled down an inclined plane covered with sandpaper, 
aluminum foil, or uncovered.  It rolled farthest when the 
incline plane was covered with aluminum foil.

V.  APPLICATION:

I can apply my findings to the real world by suggesting that if 
someone were to move a heavy object down an inclined plane, 
they should place pieces of aluminum foil under the object 
being moved to make it easier for them to move it.



TITLE:  Bounce Back and Air Pressure In A Ball 

STUDENT RESEARCHER:  Jeff Arabie 
SCHOOL:  Mandeville Middle School 
         Mandeville, Louisiana  
GRADE:  6 
TEACHER:  Ellen Marino, M.Ed..

I. STATEMENT OF PURPOSE AND HYPOTHESIS: 

I want to do a scientific research project on how air pressure 
affects the height a basketball will bounce.  My hypothesis 
states that the basketball with the most air pressure will 
bounce the highest.

II. METHODOLOGY:

First, I stated my purpose, reviewed the literature on air 
pressure, and developed my hypothesis.  Then I gathered a 
basketball, a meter stick, a hand pump, and a pressure gauge.  
Next, I went outside and pumped the ball up to 5-6 psi, dropped 
it from 75 cm in the air, and had my assistant measured how 
high the ball bounced.  I repeated this two more times 
recording the height on my data collection form.  After that I 
inflated the ball to 8-9 psi and repeated the entire procedure 
three times.  Next, I inflated the ball to 11-12 psi and 
repeated the procedure three times.  Then I analyzed my data, 
wrote my summary and conclusions, and applied this to the world 
outside the classroom.

III. ANALYSIS OF DATA:

When the ball was inflated to 5-6 psi it bounced to a height of 
57 cm, 58 cm, and 60 cm, for an average of 58 cm.  When the 
ball was inflated to 8-9 psi it bounced to a height of 62 cm, 
63 cm, and 65 cm, for an average 63 cm. When the ball was 
inflated to 11-12 psi it bounced to a height of 68 cm, 67 cm, 
and 70 cm, for an average of 68 cm.

IV. SUMMARY AND CONCLUSION:

The basketball when inflated to 5-6 psi, bounced an average of 
58 cm, when inflated to 8-9 psi it bounced an average of 63 cm, 
and when inflated to 11-12 psi it bounced an average of 68 cm.  
The basketball with the most air pressure bounced the highest.  
Therefore I accept my hypothesis which stated that the 
basketball with the most air pressure will bounce the highest.

V. APPLICATION: 

I play a lot of basketball and I know that regulations require 
that the basketball should bounce to about 90 cm or waist high 
when dropped from shoulder height.  According to my data, I 
should pump the ball to at least 11-12 psi in order to get it 
to bounce to that height.



TITLE:  Melting Ice

STUDENT RESEARCHER:  Sean Blais
SCHOOL:  Mandeville Middle School
         Mandeville, LA
GRADE:  6
TEACHER:  E. Marino M.Ed.  


I. STATEMENT OF PURPOSE AND HYPOTHESIS 

I want to do a science research project on what melts the 
fastest: frozen water and salt, frozen water and sugar, or 
plain frozen water.  My hypothesis state that frozen water and 
salt will melt faster than frozen water and sugar or plain 
water.

II. METHODOLOGY 

I first stated my purpose, reviewed the literature, and 
developed my hypothesis.  Then I gathered my materials. Next, I 
mixed sixty milliliters of sugar and four hundred milliliters 
of water to make solution A.  Then I poured solution A into a 
red ice cube tray.  Next, I mixed sixty milliliters of salt 
with four hundred milliliters of water to make solution B.  I 
poured solution B into a green ice cube tray.  Then I poured 
four hundred milliliters of water to make solution C.  I poured 
solution C into a blue ice cube tray.  I put all the ice cube 
trays in the freezer.  When all the substances were frozen I 
removed them from the freezer.  Next, I removed one ice cube 
from each ice cube tray and put them in a pan.  I watched all 
the ice cubes until they melted.  I wrote down the order in 
which they melted.  I repeated this procedure two more times.  
Then I analyzed the data, wrote a summary and conclusion, and 
applied my findings to everyday life.

111. ANALYSIS OF DATA 

In trial one, frozen water and salt was first to melt, frozen 
water and sugar was second, and frozen water was third.  I got 
same results in trials two and three.

IV. SUMMARY AND CONCLUSION 

The results showed that frozen salt and water melts the 
fastest, frozen water and sugar melts second fastest, and 
frozen water melts the slowest.  Therefore, I accept my 
hypothesis which stated that frozen water and salt would melt 
faster than frozen water and sugar or frozen water.

V. APPLICATION 

I can apply my findings to the real world by using frozen water 
to keep things cold for a longer period of time.



TITLE:  Weight and Incline Planes

STUDENT RESEARCHER:  Liza Blake
SCHOOL:  Mandeville Middle School
         Mandeville, Louisiana
GRADE:  6
TEACHER:  Ellen Marino


I. Statement of Purpose and Hypothesis

I wanted to do a research project to see if weight had an 
effect on how fast a soda can rolled down an inclined plane.  
My hypothesis stated that a full can would roll down the 
incline plane faster than an empty can.

II. Methodology

First, I stated my purpose, reviewed my literature, and 
developed my hypothesis. Then I took several books and put them 
under the two front legs of the table so that the table top 
formed an inclined plane.  Next, I put a piece of tape at the 
top of the inclined plane to indicate a starting line.  I then 
placed the two cans, one full and one empty, at the starting 
line and let go of both of them at the exact same time.  I did 
three trials.  Finally, I analyzed my data, wrote the summary 
and conclusions, and applied my data to the world outside the 
classroom.

To test my hypothesis I used the following materials:
tape two soda cans; one full, one empty, table, pencil,
books, and a data collection form.

IV. Analysis of Data

In all three trials, the full can arrived at the bottom of the 
inclined plane before the empty can.

V. Summary and Conclusion

In all three trials, the full can arrived at the bottom of the 
inclined plane before the empty can.  Therefore, I accept my 
hypothesis, which stated that a full can would roll down the 
incline plane faster than an empty can.

VI. Application

If two things started rolling down a hill at me, I would know 
to get out of the way of the heavier one first.



TITLE:  Rolling, Rolling, Rolling

STUDENT RESEARCHER:  J.B. Pullias
SCHOOL:  Mandeville Middle School
         Mandeville, Louisiana
GRADE:  6
TEACHER:  Mrs. Marino


I. STATEMENT OF PURPOSE AND HYPOTHESIS

I want to do a research project on the affect which different 
kinds of surfaces have on a marble rolling off of an incline 
plane.  My hypothesis states that a marble rolling off of an 
incline plane will roll farther on plastic wrap than on 
aluminum foil, a cotton towel, or bathroom tissue.

II. METHODOLOGY

First, I stated my purpose, reviewed the literature, and 
developed my hypothesis.  Then I gathered my materials and 
started my experiment.  I set up an incline plane ten 
centimeters high.  Then I placed, one at a time, the following 
materials on the surface of the incline plane: plastic wrap, 
bathroom tissue, a cotton towel, and aluminum foil.  Then I 
picked up a marble and placed it at the top of the incline 
plane. I let it roll down the incline plane and measured how 
far the marble rolled from the bottom of the plane.  I did 
three trials for each surface and recorded my data on my data 
collection sheet.  Finally, I analyzed the data, wrote a 
conclusion, and applied my findings to everyday life.

I used the following materials to test my hypothesis:  a 
marble, pencil and paper, a ruler, an incline plain, plastic 
wrap, bathroom tissue, a cotton towel, and aluminum foil.

VI. ANALYSIS OF DATA

The marble rolling on top of plastic wrap rolled 490.22 cm. in 
trial one, 363.22 cm. in trail two, and 482.6 in trial three, 
for an average of 445.33 cm. The marble rolling on top of 
bathroom tissue rolled 287.02 cm. in trial one, 248.92 cm. in 
trial two, and 251.46 cm in trial three, for an average of 
262.45 cm. The marble rolling on top of a cotton towel rolled 
72.39 cm. in trial one, 73.66 cm. in trial two, and 71.12 cm. 
in trial three, for an average of 71.12 cm. The marble rolling 
on top of aluminum foil rolled 86.36 cm. in trial one, 106.68 
cm. in trial two, and 124.26 cm. in trial three, for an average 
of 105.84 cm.

VII. SUMMARY AND CONCLUSION

The average distance travelled by the marble rolling on top of 
plastic wrap was 445.33 cm., on top of bathroom tissue was 
262.45 cm., on top of a cotton towel was 71.12 cm., and on top 
of aluminum foil was 105.84 cm.  Therefore I accept my 
hypothesis which stated that a marble rolling off of an incline 
plane will roll farther on plastic wrap than on aluminum foil, 
a cotton towel, or bathroom tissue.

VIII. APPLICATION

When I want to move something I could place plastic wrap under 
it to make it move easier.

© 1996 John I. Swang, Ph.D.