The National Student Research Center
E-Journal of Student Research: Science
Volume 8, Number 2, November, 1999
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
- P.O. Box 940
- Covington, Louisiana 70434-0940
- U.S.A.
- E-Mail: nsrcmms@communique.net
- http://youth.net/nsrc/nsrc.html
- FAX: 1-504-898-6420
- Telephone: 1-504-898-6437
TABLE OF CONTENTS
- Hamster Diets
- The Effects Of The Male Beta Fishes'
Fight
- Incline Planes
- Which Melts Fastest - Bottled or
Tap Water?
- Which Antibacterial Solution Will
Kill Germs Best?
- Insulator
- What Kind of Ice Cream Will Melt
Fastest?
- What Liquid Keeps Cut Flowers Alive
Longest?
Title: Hamster Diets
Student Researcher: Julie Strand
School Address: Belleville Middle School
Belleville, Kansas
Grade: 8
Teacher: Mrs. Jean Jensby
I. Statement of Purpose and Hypothesis:
The purpose of my investigation is to determine what the weight
gain differences are on baby hamsters after feeding them
different food diets. My hypothesis states that baby hamsters
eating vegetables will have more weight gain than those eating
fruits or seeds.
II. Methodology
Independent variable: different foods consisting of fruit,
vegetables, and seeds/nuts.
Dependent Variable: weight of baby hamsters
Controls: same litter, same mother, same amount of food, same
cage, same household, same season (November-December), same room
temperature
Materials needed.- 3 hamsters; 3/4 cup each of seeds/nuts,
vegetables, and fruits per hamster per day; scale to measure the
weight of hamsters; cage; food bowls; data table;
Procedure:
1. Gather materials.
2. Mark hamsters, preferably by color.
3. Weigh each hamster and record. Weigh them each morning of
test.
4. Keep the three baby hamsters in the same cage, providing that
they get along. If necessary, house each one in a separate
cage. Keep hamsters being used for this experiment away from
others.
5. At 7 PM, put 1/4 cup of seeds/nuts per hamster in feeding
area. Calculate % gain. Weigh and record. (The day's gain %
previous day's weight = % of body weight gain that 24 hours).
6. Do step #5 for three days total. Record observations and
weigh and record weight gain/loss for each hamster for each day.
Calculate % gain for each hamster for past 24 hours.
7. Next day, at 7 PM daily, put 1/4 cup of fruit per hamster in
their feeding area. Weigh them next morning and record your
results. Calculate % of weight gain for each hamster for past
24 hours.
8. Do step #7 for three days total. Record all observations and
weight gain/loss for each. Calculate % of weight gain for each
hamster for past 24 hours.
9. Next day, at 7 PM put 1/4 cups of vegetables per hamster in
feeding area. Weigh the hamsters the next morning and record
your results. Calculate % of weight gain for each hamster for
past 24 hours.
10. Do step #9 for three days total, being careful to record all
results and observations for each hamster. Calculate % of
weight gain for each hamster for past 24 hours.
11. Total average % of weight gain for each hamsters for each
diet.
III. Analysis of Data
I attempted to feed my baby hamsters vegetables for three days,
fruits for three days, and seeds/nuts for three days.
Hamster 1: weight stayed the same after three days of veggies.
Hamster 2: weight dropped by 1 \2 gram after three days of
veggies.
Hamster 3: weight went from seventeen grams to nineteen grams.
On the fourth morning of my experiment, I awoke to find the
weakest hamster dead. Hamster #3 was barely alive and hamster #
1 was perfectly fine. I switched the baby hamsters back to their
regular diet at this point, but did not collect further data.
IV. Summary and Conclusion
My hypothesis cannot be accepted. I thought that vegetables
would be healthier for animals, but my results proved this to be
incorrect. The hamsters could not survive. With baby animals,
they need all the nutrition they can get because they are
growing. At this early of an age, while they are still growing,
hamsters cannot survive on only one food group. My hamsters
didn't even make it to the end of the experiment. This proves
that it is essential to feed your pets a balanced scientific
diet. If you were to repeat this experiment with full grown
hamsters, I think the results would be different because adults
maybe can tolerate some lack of nutrition because they aren't
growing. My remaining hamsters grew normally after I put them
back on regular hamster food.
V. Application
My experiment can be a benefit to others by proving that you
need a balanced diet to survive. Just as baby hamsters couldn't
survive on just one food group, neither can people. Young
people especially need nutrition to grow and develop properly.
My experiment can help the world by proving that living
organisms need a balanced and nutritious diet to survive.
Title: The Effects Of The Male Beta Fishes' Fight
Student Researcher: Jubilee Paige
School Address: Belleville Middle School
Belleville Kansas
Grade: 8
Teacher: Mrs. Jean Jensby
I. Statement of Purpose and Hypothesis
The purpose of my investigation is to determine whether the
conditions or environment of the tank effect the aggressiveness
of the male beta fish's fight. My hypothesis states that the
change in temperature will be the only one to effect the fight
of the two males. All other conditions will have no effect
whatsoever.
II. Methodology
Manipulated (independent) variable: the conditions or
environment of the tank (bowl).
Responding (dependent) variable: the aggressiveness of the fight
Controls: water type, fighting space, place of experiment, time
of fighting ( five minutes)
Material: three male betas, one female beta, two other fish of a
different species, five fish bowls ( two large and three small),
five gallons of purified water, fish net, thermometer, mirror,
fish heater, fan, a towel, a notebook and pencil.
Procedure:
1. Gather materials
2. Fill all the bowls a half inch from the top.
3. Carefully place the three male betas in the three small bowls
(one per bowl) and then place the other three fish in one of the
larger bowls.
4. To begin place your thermometer on the inside of the bowl.
5. The average temperature of fish water should be 75 degrees
(all degrees are in Fahrenheit). Set average temperature. This
will be considered normal conditions.
6. Carefully place one of the male betas in the other large
tank. Then place another beta in the same tank.
7. Observe and record the fight for 5 minutes. Write down what
happens. Then separate the two males.
8. Now repeat the procedure from 3-8 using these conditions:
temp. at 65 degrees,
temp. at 85 degrees,
presence of a female,
presence of other species, and
presence of a third male.
9. Repeat the procedure with using different competitors. To
prevent confusion, label the three males A, B, and C. This means
each condition will be repeated three times.
10. Record and observe how these conditions are different from
the normal conditions.
11. If a male beta is badly wounded then place a mirror in the
tank on the side, this will be a substitute for a third male.
The beta's instinct is so strong that it will fight with it's
own reflection.
12. Record all your data and place on data sheet or graph.
13. Don't forget to clean up after conducting the experiment.
Keep a towel handy to wipe up any water split.
III. Analysis of Data:
I found that the aggressiveness depended on many things besides
the factor of temperature. I first conducted my research with
male A and male B under normal conditions. I rated this battle
a 5 on a scale from one to ten. Then I tested the same two fish
fighting in different conditions. First, I placed A and B in
the same tank with a female beta. I observed and rated this
fight a 5. I found that when they fight it is more of a
rehearsed dance. The female was merely an object in the tank
that was didn't seem to distract the two males. Then I removed
the female and released a fish of a different species: the
silver tip tetra. I let the fish fight for the same amount of
time as all other fights, five minutes. This time the different
species of fish sparked somewhat of an interest in both of the
fish and distracted them from fighting but they fought a little.
I rated this as a 3.5. The temperature concept had a great
effect on the fights. All the fights in the conditions of 85
degrees, proved to be much more weaker than any other fight so
far. I rated the fight of A and B a 3. Then finally I rated
the aggressiveness of the same two males in the temperature of
65 degrees. The cold affected the fish most of all. The fight
was the weakest of all the fights conducted. A and B were one
of the none-fighting group. They appeared so weak and shocked
from the cold they sat on the bottom of the tank. I rated this
fight as a zero.
I repeated the tests including the C male. The test are
recorded as: A and C under normal conditions are rated as 5. A
and C with the female present were a little more aggressive and
were rated as a 6. A and C with another species present were
rated as a 4.5 because, again the fish was a distraction yet the
C male was the most aggressive of the group. The temperatures
had, again, a more drastic effect than any other. Under 85
degrees the C male kept the fight going and I rated the fight a
3.5. Under the 65 degree water, the C male tried to push the A
male to fight but the C male backed down. I rated this fight a
1 for the effort put forth by the C male.
Next, I put the B and C males in the same tank for the exact
same tests. For the normal, I rated the fight as a 5.5. This
is because the C male forced the fight out of the B male and was
a bit more aggressive than with the A male. The B and C male
proved to fight the same, almost exact, aggressive battle with
the female present as they did under normal conditions. The two,
however, were very distracted with the other species and hardly
fought, but did after about two minutes. Though not as aggressive
they earned a 3 for rating. Then under 85 degrees they upset me
by hardly even trying, yet when they did fight it was weak. I
rated this as a 2. The final was the other rated as a 0. They
put no effort into the fight whatsoever.
Finally, I put all three fish into the tank and it proved to be
the most aggressive. I think it was, from my point of view, the
more fish the more competition and more so to prove who is the
greater of the three.
IV. Summary and Conclusion
In conclusion, I found that the presence of a female and another
species differed a bit from the normal conditions, but I also
found that the three males varied somewhat between each test
because of the greatness or size of the male. The A male was
the largest yet the C male was the one who proved to be the
greater male. I also found that the change in temperature of
the water has a drastic effect on the aggressiveness of the
males ability to fight. So my statement of my hypothesis is
partly correct. The temperature has a great effect on fighting,
but it is not the only conditions to have an effect.
V. Application
In the real world, my research could be beneficial to the
traditional fighting of the beta fish in Thailand. Many people
take part in betting on which of the two males will win the
fight. There are some cases when the conditions might be
abnormal and the two fish lose interest in the fight, just as my
studies show. This might prevent money loss and it could be
easier to check for a fixed tank (cheating). Also my studies
could go to the Marine Biological Institute in North Carolina.
It could be filed in their library of studies and be useful in
further future studies.
Title: Incline Planes
STUDENT: Mark Jeannsone
SCHOOL: Mandeville Middle School
Mandeville, LA 70448
GRADE: 4
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
The purpose of my science project was to determine which angle a
wooden block would slide down an aluminum incline plane the
fastest. The chosen angles for testing were 15, 45, and 75
degrees. My hypothesis for the project stated that the wooden
block would slide down the incline plane the fastest at the 75
degree angle rather than the 15 or 45 degree angle.
II. METHODOLOGY:
I stated my purpose, reviewed the literature, and stated my
hypothesis. I gathered my materials: a block of wood, an
aluminum surface, a protractor, an incline plane, a stopwatch, a
pen, a data collection form. I also needed the help of two
assistants.
The aluminum incline plane was adjusted to the three chosen
angles for each trial. The wooden block was then placed at the
top of the incline plane and released. Upon release, the
stopwatch was started to record the time it took the block to
move down the incline plane. This was repeated two more times
for each angle. The three results for each angle were then
averaged. All collected data was recorded on my data collection
form.
I then analyzed the data, wrote my summary and conclusion, and
applied my findings to the real world.
III. ANALYSIS OF DATA:
The wooden block moved down the aluminum incline plane the
fastest at a 75 degree angle. The time it took to move to the
bottom of the incline plane was an average of 0.3 seconds. The
second fastest was when incline plane was at a 45 degree angle,
where the time was an average of 0.84 seconds. The block did
not move at the 45 degree angle.
IV. SUMMARY AND CONCLUSION:
The wooden block moved down the aluminum incline plane the
fastest at the 75 degree angle. I therefore accept my
hypothesis, which stated that the block would move the fastest
down the aluminum incline plane at a 75 degree angle.
V. APPLICATION:
There are other ways to use incline planes. Here are a few
ways. You can use them to help people get in and out of parking
garages. Another way people could use an incline plane is by
using it for a laundry shoot. It could also be used as an
emergency exit from an airplane. Handicapped ramps are also
some good uses for incline planes. All these incline planes
help reduce friction; therefore, the movement of the object is
faster.
TITLE: Which Melts Fastest - Bottled or Tap Water?
STUDENT RESEARCHER: Richard Purvis
SCHOOL: Mandeville Middle School
Mandeville, LA 70448
GRADE: 4
TEACHER: E. Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I want to find out whether ice cubes made from tap water or
bottled water melt in the same time because if I wanted to keep
something cool I'd want to use the best ice. My hypothesis
states that the tap water ice cubes will melt before the bottled
water ice cubes.
II. METHODOLOGY
I stated my purpose, reviewed the literature and stated my
hypothesis. I gathered my materials: bottled water, tap water,
six small dishes, identical, two ice cube trays, freezer,
pencils, and data collection form. My procedure was to put both
bottled water and tap water in separate ice cube trays and then
put the ice cube trays in the freezer for at least 24 hours.
Next, I put one bottled water ice cube on the center of a small
dish and then one tap water ice cube on the center of a small
dish. At room temperature, I watched the ice cubes carefully.
Then I marked on my data collection form which ice cube
completely turned to water first. I repeated the melting
process three times. I analyzed the data, wrote my summary and
conclusion and applied my findings to the real world.
III. ANALYSIS OF DATA
In trial one, the bottled water ice cube melted first. In trial
two, the bottled water ice cube melted first and in trial three,
the bottled water ice cube melted first.
IV. SUMMARY AND CONCLUSION
Since, in all three trials, the bottled water ice cube melted
faster than the tap water ice cube, I therefore reject my
hypothesis which stated that the tap water ice cube will melt
before the bottled water ice cube.
V. APPLICATION
If you want a longer lasting ice cube, use tap water rather than
bottled water. I can share this information with my family.
TITLE: Which Antibacterial Solution Will Kill Germs Best?
STUDENT RESEARCHER: Matt Chugden
SCHOOL: Mandeville Middle School
Mandeville, LA 70448
GRADE: 4
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS
I wanted to find out which antibacterial solution would kill
germs on someone's hands best of all. My hypothesis states that
Betadine will kill more germs than water, Dial soap, or hydrogen
peroxide.
II. METHODOLOGY
I stated my purpose, reviewed the literature, and stated my
hypothesis. I gathered my materials: Betadine, hydrogen
peroxide, Dial soap, water, 12 Petri dishes, soil, pencil or
pen, and a data collection form. First, I put both hands on
soil from my yard. Then I washed my hands with tap water for
one minute. Next, I rubbed my fingers on three Petrie dishes.
I put my hands in the soil again. Then I washed both hands with
Betadine for one minute. Next, I rubbed my fingers on three
Petrie dishes. I put my hands in the soil again. Then I washed
both hands with hydrogen peroxide for one minute. Next, I
rubbed my fingers on three Petrie dishes. I put my hands in the
soil yet again. Then I washed my hands with Dial soap for one
minute. Next, I rubbed my fingers on three Petrie dishes.
Afterwards, I observed the Petrie dishes for bacterial growth by
counting colonies for one week, observing every other day.
Finally, I recorded the data on my data collection form. I
analyzed the data, wrote my summary and conclusion, and applied
my findings to the real world.
III. ANALYSIS OF DATA
My data showed that Betadine, a type of iodine solution, killed
more germs on dirty hands than Dial soap, hydrogen peroxide, or
water did. I checked Petri dishes that I had touched with dirty
fingers, every other day for 6 days.
On the second day, the Petri dishes that I touched after washing
with Betadine had an average of 9.33 bacteria colonies growing.
The dishes touched after washing with Dial soap had an average
of 29.33 bacteria colonies. The dishes touched after washing
with hydrogen peroxide had 137.33 bacteria colonies and the
dishes I touched after washing with tap water had 253.33
bacteria colonies growing.
On day number 4, the Betadine dishes had an average of 26.33
colonies, the Dial soap dishes had 66.67 colonies, the peroxide
had 252.67 colonies and the tap water had more than I could
count because there were so many colonies they all grew
together.
On the last day, day #6, the Betadine dishes had an average of
29.00 colonies, the Dial soap had an average of 69.33 colonies,
and the peroxide and water dishes both had too many colonies to
count.
This data showed that Betadine killed germs best of all. This
is what I expected from my research which showed that solutions
containing iodine killed germs better than any other tested.
IV. SUMMARY AND CONCLUSION
I found out that Betadine, which contains iodine, killed germs
best on dirty hands. I also found out that Dial soap kills
germs on dirty hands, but not quite as well as Betadine and that
hydrogen peroxide and tap water don't kill very many germs at
all. Therefore, I accept my hypothesis which stated that
Betadine will kill more germs than Dial soap, hydrogen peroxide,
or water.
V. APPLICATION
I can apply this to the real world by telling people that
Betadine is the best antibacterial solution to wash your hands
with. If you can't find Betadine, Dial soap would be a good
second choice to wash with. Also, I can tell people that
washing with plain water or even hydrogen peroxide doesn't kill
many germs at all.
TITLE: Insulator
STUDENT RESEARCHER: Jessica Beitzel
SCHOOL: Mandeville Middle School
Mandeville, LA 70448
GRADE: 4
TEACHER: Ellen Marino , M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
The purpose of my research is to find out what insulator will
keep the water in the cup hottest the longest. My hypothesis
states that the cup lined with Styrofoam will be the best
insulator and will keep the water hot longer than the cup lined
with aluminum foil, cotton balls, or air.
II. METHODOLOGY:
I stated my purpose, reviewed the literature and developed my
hypothesis. I gathered all my materials then did the following:
1. Place insulating material in the bottom of
each 8 oz. cup (a different type in each
cup-pieces of Styrofoam, pieces of aluminum
foil, cotton balls, and leave 1 empty).
2. Put a 3 oz. cup into each 8oz. cup.
3. Put insulating material around each 3 oz. cup
4. Pour water into the teakettle, place on stove,
and boil water.
5. Measure 3 tablespoons of water into each 3oz.
cup.
6. Place the cups in the freezer and check every
15 minutes to see which one freezes first,
second, third, and fourth.
7. Record data on my data collection sheet.
8. Repeat procedure 2 more times.
Then I analyzed the data, wrote my summary and conclusion and
applied the findings to the world outside my classroom.
IV. ANALYSIS OF DATA:
The experiment was conducted on 10/24/98 and 10/25/98. Three
trials were conducted with the same results every time.
The plastic cup that had no insulating material in it (air)
froze first. The plastic cup lined with foil froze second. The
plastic cup lined with Styrofoam froze third. The cup lined
with cotton froze last; therefore, it was the best insulator.
Air- The cup lined with no insulator had bits of ice floating on
top in 60 minutes. The water was frozen solid in 90 minutes.
Foil- The plastic cup lined with foil had a layer of ice
floating on top in 75 minutes. It was frozen solid in 105
minutes.
Styrofoam- The cup lined with Styrofoam had bits of ice floating
around the top in 75 minutes. It was frozen solid in 120
minutes.
Cotton Balls- The cup lined with cotton had ice around the edges
in 90 minutes. It was frozen solid in 120 minutes.
IV. SUMMARY AND CONCLUSION:
I found out that cotton balls were the best insulating material
because it kept the water hottest the longest. Therefore, I
reject my hypothesis which stated that the cup lined with
Styrofoam will be the best insulator and keep water hot longer
than the cup lined with aluminum foil, cotton balls, or air.
VI. APPLICATION:
It would be smart to put hot liquids (coffee, hot chocolate) in
a cup that is insulated with cotton balls, but there is no such
thing made. Therefore, you should put hot liquids in a
Styrofoam insulated cup. Hot liquids in a metal or plastic cup
will not stay hot very long. I can share this information with
my family and friends.
TITLE: What Kind of Ice Cream Will Melt Fastest?
STUDENT RESEARCHER: Jeremy Keen
SCHOOL: Mandeville Middle School
Mandeville, LA 70448
GRADE: 4
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out what kind of ice cream melts fastest
depending on the fat content. My hypothesis states that the fat
free ice cream will melt faster than the other ice creams.
II. METHODOLOGY:
I stated my purpose, reviewed the literature and stated my
hypothesis. I gathered my materials: 1 carton of Breyers all
natural vanilla ice cream, 1 carton of Breyers all natural light
(half the fat) vanilla ice cream, 1 carton of Breyers fat free
vanilla ice cream, 1 freezer, 3 identical bowls, 9 popsicle
sticks, 1 food scale, 1 ice cream scoop, 9 labels, 1 data
collection form, and 1 pencil.
Then I performed the experiment in this order: collect your
materials, put the same amount of each kind of ice cream in 3
different labeled bowls, watch the ice cream until each one
melts completely, record the order in which they melt, and then
repeat the entire procedure 2 more times.
Then I analyzed the data, wrote my summary and conclusion and
applied my findings to the real world.
III. ANALYSIS OF DATA:
In all three trials, the regular ice cream melted first, the fat
free ice cream melted second and the light ice cream melted
third.
IV. SUMMARY AND CONCLUSION:
Since the regular ice cream melted first in all three trials, I
therefore reject my hypothesis which stated that the fat free
ice cream will melt faster than the other ice creams.
V. APPLICATION:
If you're outside on a hot day and you want to have ice cream,
you can decide from my results which ice cream to choose that
will melt slowest or fastest. I will share this information
with my family and friends.
TITLE: What Liquid Keeps Cut Flowers Alive Longest?
STUDENT RESEARCHER: Ashley Austin
SCHOOL: Mandeville Middle
Mandeville, LA. 70448
Grade: 4
TEACHER: Ellen Marino M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out what will make cut flowers last longer
because next time I will know what to put my flowers in. My
Hypothesis states that the cut flowers in water and 7UP will
last longer then the ones in plain water or 7UP.
II. METHODOLOGY:
I wrote my purpose, reviewed my literature, and wrote my
hypothesis. I designed my experiment and gathered my materials:
nine mums cut on the same day, nine cups labeled, water, 7UP,
pencil, measuring cup, counter top, and a data collection form.
First, I cut nine mums on the same day. Then I took nine
plastic cups and labeled then 1, 2, and 3. Next, I placed one
flower in each cup. Afterwards, each day I checked the flowers.
Later, on day five, I saw which flowers looked the best and the
worst. Finally, I filled in my data on my data collection form.
I analyzed the data, wrote my summary and conclusion and applied
my findings to the real world outside my classroom.
III. ANALYSIS OF DATA:
In all the trails, the cut flowers in 7UP looked the worst
after five days. The flowers in 7UP and water looked better then
the ones in 7UP but worst then the ones in water after five
days. The flowers in the water looked the best after five days.
IV.SUMMARY AND CONCLUSION:
In all three trials, the cut flowers in water looked the best.
Therefore, I reject my hypothesis which stated that the cut
flowers in water and 7UP would live longer then the ones in
plain water or pure 7UP.
V. APPLICATION:
I can apply what I found to the real world because, if I want to
save a certain flower, I will know what to put it in. I can
share this with friends and family.