The National Student Research Center
E-Journal of Student Research: Social Studies
Volume 7, Number 2, January, 2000
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
- Can a Reduced Amount of Media Exposure
Increase a Person's Self-Esteem?
- Music Survey
- After School Activities
- My Allowance Report
- Vacation Is Just More Fun
- Collections Survey
- What Transportation Do Kids Use?
- How Well Do Seventh Graders Understand
The U.S. Customary System?
- What Is A Baby Boy's Daily And Weekly
Routine?
- What Time Of Day Do Kids Pay Attention
The Most? Does The Day Of The Week Affect The Results?
- The Accuracy Of Parking Meters
Title: Can a Reduced Amount of Media Exposure Increase a
Person's Self-Esteem?
Student Researcher: Britney Erin Brady
School Address: Del Norte High School
Del Norte, CO 81132
Grade: 10th
Teacher: Mrs. Stuemky
I. Statement of Purpose and Hypothesis:
I want to perform an investigation on the correlation between
media exposure and levels of self-esteem, which was prompted by
a curiosity, stemmed through messages heard in television
programming. Television programs have the reputation of being
immorally and destructively influential on the lives of youth.
Therefore, my goal during this experiment was to see just how
influential TV really was on 11, 12, and 13 year old students'
self-esteem. By feeling so strongly about the impact of self-
esteem, if there was any influence by the media, I wanted to
know just how destructive those influences and messages could
be. I hope to achieve many substantial insights as to why some
adolescents, have problems with low self-esteem. I am
especially interested with the relationship between the amount
of time spent watching television and the average levels of
self-esteem in 6th, 7th, and 8th grade students. A goal is to
find ways for people to gain a higher level of self-esteem.
During this investigation, I also want to look for a correlation
between excessive media exposure with low levels of self-esteem.
My hypothesis states that by the end of this experiment, I will
have observed that reducing the amount of media exposure a
person intakes will be directly associated with a person's
increase in their level of self-esteem. I believe that this
project will also show that the average level of self-esteem
will be greater in 7th and 8th graders when compared to 6th
grade averages. I also predict that average male self-esteem
will be greater than that of their female counterparts. Lastly,
I believe that when 6th graders and females are limited in the
media they are exposed to, their self-esteem will dramatically
increase.
II. Methodology:
Materials
3 different surveys that measure self-esteem
At least 15-6th, 7th, and 8th grade volunteers (10 male, 10
female)
Tv Log
Agreement Contract
Parent Consent Forms
Procedure
Begin this experiment by using self-help and self-esteem books
to help create 3 seperate surveys that measure self-esteem
levels of the participants. Once constructed, make 60 copies of
each survey and stapled all 3 together. Construct 2 different
tv logs and agreement contracts, a parent consent form, and a
letter to the parents of the participants. The reason for
making 2 tv logs and agreement contracts is, 1 is for the
control students who will not be limiting the amount of time
they spend watching television, and the other is for the
experimental students who will limit the amount of time spent
watching tv to 4 hours per week. Make 30 copies of all papers
mentioned above, then staple together and make a packet. After
this is completed, consult with an available guidance counselor.
Ask for 10 girls and 10 boys from each grade level, 6th through
8th. Five girls and 5 boys from each grade become the control
students of the experiment. Once again, these students will not
limit their media exposure, however, they will need to record
the starting time and stopping time every time they watch tv.
The remaining 5 girls and boys will be the experimental
participants. These students will limit the number of hours of
tv they watch per week to the number predetermined at the
beginning of this experiment (4). Next, have all volunteers
meet at a certain time in a designated place within the building
they attend school. Give students a packet with the agreement
contract, tv log, parent consent form, etc. Also, give a brief
description of the project and inform the participants of how
the results will be used. All results should be kept
confidential. Have students give the completed packets back to
their guidance counselor. On the 1st day of the 1st week of the
experiment, have the students meet in a designated place. Hand
out the packet of surveys and give them 15 minutes to answer the
questions. Collect all completed surveys and hand out tv logs.
At the end of 1 full week, collect all tv logs and hand out
another survey packet. Again, they get 15 minutes to answer all
questions. Continue above 2 steps for as long as is desired or
permitted. Now, gather all tv logs for the completed weeks and
check for completion. Next, analyze each survey with the basic
4 block rating system: 1 being below average, 2 meaning average,
3 is above average, and 4 indicates exceptional self-esteem.
The number for the range is specified at the top of each survey
for future reference.
Combine all the surveys for 1 student. Average the results for
each survey together, do this for the remaining 2 surveys also.
Compile all averages into a table. Compare all grade level
averages to one another. Next, compare male averages to female
averages. Lastly, compare the control students' averages with
the experimental students' average results.
III. Analysis of Data:
This experiment showed that most students had an increased level
of self-esteem when they did not limit their exposure to the
media. In regard to gender, male averages were lower than
female averages. This shows that males have higher self-esteem
compared to females. Also, 6th, 7th graders had higher levels
of self-esteem when compared to 8th grade levels.
Investigating on media and it's effects on self-esteem concluded
that most people's average level of self-esteem is not greatly
affected by the media. It also proved or reinforced that males
have higher self-esteem compared to females. Lastly, this
experiment showed that 6th and 7th graders have higher self-
esteem compared to 8th graders.
IV. Summary and Conclusion:
The results of this experiment have shown many different aspects
of levels of self-esteem. Before the participants limited their
media exposure, they had a basic range of self-esteem going from
0 to 13. This is a relatively wide range, that indicates some
students had a lower level of self-esteem than most of the
participants. After experimentation, the average level of self-
esteem ranged from 0 to 11. This means that some participants
did have lower self-esteem when they limited the amount of
television they watched in comparison to before they started the
experiment.
When comparing the 6th, 7th, and 8th grade averages, many
interesting things happened. The 6th graders had the lowest
self-esteem on average. Sixth grade averages were anywhere from
2 to 4 points lower than the 7th grade averages. However, 7th
grade averages were 1 to 2 points lower than 8th grade averages.
The 8th grade students had incredibly lower levels of self-
esteem compared to 6th graders. 7th graders were basically in
the middle of the 6th grade averages and the 8th grade averages.
Comparing the genders to one another produced engaging results.
Male averages were much lower than female averages. This proves
that males have a higher self-esteem than females do. The male
averages in this experiment were at least 4 points lower, which
proves that female averages were incredibly high in this
investigation. By looking at these results, I reject all of my
hypothesis, except for the statement predicting males would have
higher self-esteem over females.
V. Application:
Applications of this project span from backing prior research,
to comparing levels of self-esteem. Prior experimentation has
not been conducted on the media's effects on self-esteem, so
this project can be used for a basis to other projects. This
project may also help parents know if their child has
exceptional self-esteem in comparison to their peers, or if it
needs some work. The general public could use the results of
this investigation to see how influential television can be on
their lives, and how the media may effect the way people judge
others.
TITLE: Music Survey
STUDENT RESEARCHER: Kassie Baio
SCHOOL: Mandeville Middle School
Mandeville LA, 70448
GRADE: 5th
TEACHER: Ellen Marino, M.Ed
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I did a scientific survey research project on what kinds of
music 4th and 5th graders listen to because I listen to a lot of
music and I'm really interested in the topic. My hypothesis
states that of the 4th and 5th graders surveyed less than half
have bought a CD with their own money, also the majority listen
to Mix 104.1 fm on the radio.
II.METHODOLOGY:
The steps to my research project are as follows. First I chose
a research topic idea and did a review of literature. After
that I developed a hypothesis and made a questionnaire. Next, I
drew a random sample population and administered a
questionnaire. After that I got the questionnaire back and
scored it. Then I analyzed the data and wrote a summary and
conclusion. Finally, I shared my information with others.
III. ANALYASIS OF DATA:
Out of 27 questionnaires that were sent out, 24 were returned
completed. About 79% of the people who returned the
questionnaires have CD's. About 52% have not purchased a CD
with there own money. The majority of the people who surveyed
agree with the statement, "All kids listen to music every day."
The CD's other people mentioned the most were *NSYNC, Backstreet
Boys, and Brittney Spears. The majority of the people surveyed
said they own Rock-pop. About 53% disagree that rock-pop is the
best type of music. 16 of the people who were surveyed said
they liked rock-pop better than country, classical, rap, and a
choice of "Other." About 67% said that Mix 104.1 is there
favorite radio station out of B97.1, Q93.3, 106.5, and "Other."
More than half the students surveyed said they listen to music
more than they watch TV. About 96% said that Wagner was never
the composer of the month they studied Mandeville Middle School.
III. SUMMARY AND CONCLUSION:
Out of the completed surveys returned, about 48% of the students
purchased a CD with their own money and 67% said that Mix 104.1
was their favorite radio station. Therefore, I accept my
hypothesis which states that of the 4th and 5th graders surveyed
less than half would have bought a CD with their own money and
that the majority listen to Mix 104.1 fm on the radio.
IV.APPLICATION:
I can apply my findings to the real world outside my classroom
by sharing this information with my family and friends. I can
also share this information with the owner of a radio station
and music store.
TITLE: After School Activities
STUDENT RESEARCHER: Jessica Beitzel
SCHOOL: Mandeville Middle School
Mandeville, LA 70448
GRADE: 4
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a scientific survey research project on what
after school activities kids are involved in because I love to
hear about the hobbies that kids have and want to know more
about them. My hypothesis states that the majority of the kids
surveyed in the fourth and fifth grades at Mandeville Middle
School are involved in organized sports after school and watch
television for about 30 minutes daily.
II. METHODOLOGY:
First, I picked a topic. Then I stated my purpose & reviewed my
literature. I also developed my hypothesis. Next, I developed
a survey. Then I randomly gave this survey to someone in each
fourth and fifth grade class at Mandeville Middle School. They
completed the survey and returned it to me. I scored it. Next,
I collected all of the data, wrote a summary, analyzed the data,
and graphed it. Last, I shared this information with my family
and friends.
III. ANALYSIS OF DATA:
I sent out 27 surveys and 25 were sent back. The surveys were
completed by 14 girls and 11 boys. All but two of the kids
surveyed have hobbies. The most common after school activity is
sports. The favorite activity of those surveyed is basketball.
Only 24% of the kids surveyed said they would like to be
involved in something, but they aren't. Ten out of 25 kids
agreed with the statement that everyone should be involved in
organized sports, but nine were neutral about the idea. Of the
25 kids surveyed who participated in organized sports, soccer
was mentioned the most. 20% of the kids said homework is the
most important activity to their future. 64% said some kind of
sport is more important to their future. A majority of the kids
surveyed said they spend 30 or more minutes on homework. 24 out
of 25 kids surveyed said they have enough time to finish their
homework. 84% of the kids surveyed agreed we should have at
least 30 minutes of free time daily. The majority of the kids
said they watched more than 30 minutes of TV everyday. The kids
surveyed are also involved in the following activities: five in
church groups, four in scouts, ten take some type of lessons,
and two take community education classes.
IV. SUMMARY AND CONCLUSION:
About 76% of the kids surveyed say they watch about 30 minutes
of TV daily. Everyone surveyed is involved in organized sports.
Therefore, I accept my hypothesis which stated that the majority
of the kids surveyed in the fourth and fifth grade at Mandeville
Middle School are involved in organized sports after school and
watch at least 30 minutes of TV daily.
V. APPLICATION:
I can apply my findings to the world outside my classroom by
sharing the information I found with my family and friends. I
can also tell my teachers and the librarians. The people at
Pelican Park and those at the School Board might also be
interested in this information.
TITLE: My Allowance Report
STUDENT RESEARCHER: Caleb Hogan
SCHOOL: Mandeville Middle School
Mandeville, LA 70448
GRADE: 5th
TEACHER: Ellen Marino, M.Ed.
I STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a scientific research project on how much an
average student gets for an allowance. I am interested in this
topic because I do chores and work and I think I deserve a
raise. My hypothesis states that a majority of the 4th and 5th
graders at Mandeville Middle School will get $4-5 a week and
save it up for something big.
II METHODOLOGY:
First I chose my topic. Then I wrote my review of literature.
After that I developed my hypothesis. Next, I developed my
questionnaire and drew a random sample. Next, I gave out the
questionnaires. After that I scored my questionnaires and
analyzed the data. Then I wrote my summary and conclusion.
Finally, I shared what I found out with others.
III ANALYSIS OF DATA:
Of 27 surveys handed out, 25 were returned completed.
76% of the people surveyed got an allowance. Out of the five
people who didn't get allowance, three of them got spending
money. 10 of the people surveyed said they got $4-5 dollars a
week. More than half of the people surveyed save their money.
Seven people save their money for video games. Nine people save
their money for CD's or music. A variety of other things were
mentioned on the questionnaires. A majority of the people
surveyed bought music with their money. 19 of the people
surveyed said they did chores to get their money. 10 of the
people surveyed said they helped their mom to get their money.
64% of the people surveyed said they don't think they should get
more money. 27% of the people surveyed agreed with the
statement that buying video games is better then buying clothes.
72% of the people surveyed agreed with the statement that saving
your money is better than spending it quickly.
IV SUMMARY AND CONCLUSION:
76% of the people surveyed got an allowance. 40% of the people
surveyed got $4-5 dollars a week. More than half of the people
surveyed saved their money. Therefore I partially accept my
hypothesis that states the majority of the 4th and 5th graders
at Mandeville Middle School will get $4-5 dollars a week and
save their money.
V APPLICATION:
I can apply my findings to the world outside my classroom by
telling my parents. Also I could tell people who don't get an
allowance so their parents might give them an allowance. I hope
my findings will help get more kids an allowance.
TITLE: Vacation Is Just More Fun
STUDENT RESEARCHER: Blakeney McRaney
SCHOOL: Mandeville Middle School
Mandeville, LA 70448
GRADE: 4th
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a survey research project on traveling.
Traveling is a lot of fun for me. I'm interested in this topic
because I want to find out where kids at MMS go for vacation,
what they do, how they get there, and a lot more questions. My
hypothesis states that more than half of the 4th and 5th graders
from Mandeville Middle surveyed have gone out of state for
vacation and about half have traveled on an airplane.
II. METHODOLOGY:
First, you need to get your materials, which are pen or pencil,
paper/questionnaire, and data analysis record sheet.
Then I wrote my statement of purpose which was about the topic I
picked. Then I did my review of literature. Next, I developed
my hypothesis. After that I developed my questions for my
questionnaire. Then I drew a random sample of students and I
gave out my questionnaires. Next, I got the questionnaires back
and I scored them. Then I analyzed the data and wrote my
summary and conclusion. Finally, I applied my project to real
life.
III. ANALYSIS OF DATA:
I handed out twenty-seven questionnaires and got all of them
back. Every student surveyed said that they like going on a
vacation. More than half said that they took at least three
vacations a year. Seventy-four percent said that they hadn't
been anywhere they didn't want to go. The majority said that
they had traveled in a car and seventy percent have traveled in
a plane. Seventy percent feel that the best way to travel is by
airplane. All of the students surveyed have been out of state,
but seventy-four percent said that they hadn't been out of the
U.S. Fifty-nine percent feel that visiting historical places is
a great vacation. Seventy percent said that where they would
like to go most would be Hawaii. About half surveyed said that
they like doing sports, going places they have never been
before, and going places-away from where they are staying while
on vacation.
IV. SUMMARY AND CONCLUSION:
66% surveyed said that they have traveled on an airplane and
everyone has been out of state. Therefore I accept my
hypothesis which stated that more than half of the 4th and 5th
graders from Mandeville Middle surveyed have gone out of state
for vacation and about half have been on an airplane.
V. APPLICATION:
I can apply my findings to the world outside my classroom by
telling my family (to see if we can go to New York). I also can
tell a travel agent along with telling ticket sellers for
airplanes to let them know the hot spots people might go. The
last, but not the least persons I can share my research with,
are people who like to travel a lot.
TITLE: Collections Survey
STUDENT RESEARCHER: Baron Daul
SCHOOL: Mandeville Middle School
Mandeville LA, 70448
GRADE: 5
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a survey research project to find out if
students have collections because I collect things and I would
like to see if anyone else collect things. My hypothesis states
that the majority of the 4th and 5th graders surveyed at
Mandeville Middle School have at least 1 collection and someone
in their family has either a stamp or coin collection.
II. METHODOLOGY:
First, I picked a topic, stated my purpose, and reviewed the
literature. Next, I developed my hypothesis. After that, I
developed my questionnaire and drew a random sample population
to survey. Then I administered the questionnaires and scored
them. Next, I analyzed the data. Then I drew a conclusion and
applied my results to the real world.
III. ANALYSIS OF DATA:
I handed out 27 questionnaires and I got all 27 back. All but
one of the people surveyed collects something. They mentioned
24 different kinds of collections. More than half of those
surveyed had mothers and fathers who collected something. 20
people surveyed have somebody in their family who collects coins
or stamps. Of the people surveyed, 48% said they agreed that
everyone should have a collection of some sort. 22 people said
that you could make money off a collection. Everybody that was
surveyed said you should start collecting when you are young.
63% knew that stamps are the most collected things in the world.
74% of the people said that a coin collector's real name is a
coin collector. Only 26% knew it is numismatist. 81% of the
people said a stamp collector is called a stamp collector, but
only 19% knew it is also called a philatelist.
IV. SUMMARY AND CONCLUSION:
Of those surveyed, all but one person collects something.
Twenty people surveyed have somebody in their family who
collects stamps or coins. Therefore, I accept my hypothesis
which states that the majority of the fourth and fifth graders
surveyed at MMS have at least one collection and someone in
their family will have either a stamp or coin collection.
V. APPLICATION:
I can apply my findings to the real world by sharing this
information with my family and friends. I can also share my
results with the librarian at my school.
TITLE: What Transportation Do Kids Use?
STUDENT RESEARCHER: Andrew Crane
SCHOOL: Mandeville Middle
Mandeville, LA. 70448
Grade: 5
TEACHER: Ellen Marino M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a survey research project to find out how
kids get around on there own. I'm interested in this topic
because I like bikes and go-carts. My hypothesis states that
more than 50% of the fourth and fifth grade students from MMS we
survey will ride bicycles and that only about 25% wear safety
equipment when riding bikes, rollerblades or skateboards.
II. METHODOLOGY:
First, I stated the purpose of my project. Next, reviewed the
literature and stated my hypothesis. I developed a
questionnaire and then drew a random sample to which I
administered the questionnaire. When they were returned I
scored them. I analyzed the data and wrote a summary and
application. Then I turned my report in, wrote an abstract, and
sent it to the national journal for publication.
III.ANALYSIS OF DATA:
I handed out 27 questionnaires and all of them were returned
completed.
100% of the students I surveyed have a bike. 44% got theirs for
Christmas, 22% bought it themselves, 19% got it for their
birthday, and 15% got it from their parents. 17 of the 27 kids
surveyed ride their bike for two or more hours. A majority of
the 27 kids surveyed stated that they take care of their bike.
30% of the kids wash their bike, 38% put it away, 19% are
careful while riding it, and 13% fix their bike.
Everyone surveyed had rollerblades. Six got their roller blades
for Christmas, four bought them, 10 got them for their birthday,
and six kid's parents bought them. 56% of the kids felt that
rollerblades are not the best way for kids to get around.
A majority agrees that safety equipment can save your life and
is important to wear, but only 41% wear it. When asked were
they liked to bike or rollerblade kids said the Trace, their
neighborhood, the lakefront, the skating rink, and in other
subdivisions.
IV. SUMMARY AND CONCLUSION:
100% of the students in fourth and fifth grade I surveyed have a
bike. 41% of the students wear safety equipment. I therefore
partially accept my Hypothesis that stated that more than 50% of
the students at MMS have a bike and only about 25% wear safety
equipment because more than 25% wear safety equipment.
V. APPLICATION:
I can apply my findings to the real world by sharing this
information with my family and friends. I can also share my
information with stores that sell bikes.
TITLE: How Well Do Seventh Graders Understand The U.S.
Customary System?
RESEARCHERS: A.J. Heimbichner, Bryce Wiberg, Steven Williams
SCHOOL: Shepherd Junior High School
Shepherd, Montana
GRADE: 8
TEACHERS: Jennifer Wagner, Lisa Carpenter
I. STATEMENT OF PURPOSE AND HYPOTHESIS
We did this project to learn more about the U.S. Customary
System and to discover how well seventh grade students could use
this system. The U.S. Customary System is the traditional
system of measurement, with units such as feet, gallons, and
pounds, and was adopted from England. Our hypothesis states
that 75% of the seventh grade students surveyed will get six out
of the nine questions on our questionnaire correct and a majority
will know how to use a ruler.
II. METHODOLOGY
We selected a science class of 21 seventh graders. We gave them
a questionnaire that had 9 questions about the U.S. Customary
System. The questionnaire asked them to use a ruler and to
recall general facts regarding the U.S. Customary System. We
gave them 15 minutes to complete the questions. Then we scored
them and told them as a class how they did.
III. QUESTIONNAIRE AND RESPONSES
How well do 7th graders understand the U.S. Customary System?
1. How many inches are in a foot?_______inches.
% answered correctly: 85%
% answered wrong: 15%
2. How many feet are in a yard?________feet.
% answered correctly: 80%
% answered wrong: 20%
3. How many feet are in a mile?________feet.
a. 9ft. b. 525ft. c. 5,280ft. d. 750,630ft.
% answered correctly: 85%
% answered wrong: 15%
4. How many yards are in a mile?_______yards.
a. 5,651yds. b. 1,760yds. c. 9,542yds. d. 700yds.
% answered correctly: 80%
% answered wrong: 20%
5. Measure this line with a ruler in inches.
|_______________________________________|
% answered correctly: 40%
% answered wrong: 60%
6. Measure this line with a ruler in inches.
|_________|
% answered correctly: 20%
% answered wrong : 80%
7. Measure this line with a ruler in inches.
|________________________________|
% answered correctly: 60%
% answered wrong: 40%
8. Measure 6 3/4 inches and draw a line.
% answered correctly: 65%
% answered wrong: 35%
III. ANALYSIS OF DATA
After scoring the questionnaires we discovered that 76% of the
seventh graders could correctly answer questions about units of
measurement used in the U.S. Customary System. We also found
that over 67% of the seventh graders surveyed were unable to
correctly measure various lines with a ruler.
IV. SUMMARY AND CONCLUSION
We accept the first part of our hypothesis which stated that
seventh graders could use the U.S. Customary System. We reject
the second part of our hypothesis which stated that 7th graders
would know how to use a ruler because 67% were unable to
correctly measure various lines with a ruler.
V. APPLICATION
We think that this research will have an impact in Shepherd Jr.
High School. We have decided to send a letter out to the 6th,
7th, and 8th grade teachers to inform them of our research
findings. With this letter, we included a sample questionnaire
that had the percentages of right and wrong answers for each
question. We also gave them ideas and a sample lesson for them
to use with their students on how to use a ruler.
Title: What Is A Baby Boy's Daily And Weekly Routine?
Student Researcher: Samantha Medler
School Address: Washington Woods Middle School
Holt, MI 48842
Grade: 6
Teacher: Barbara Lindquist, M. A.
I. Statement of Purpose and Hypothesis:
I wanted to find out more about babies and how many diapers they
go through. My hypothesis states that a baby boy will go
through 50 diapers in one week and around 7 each day.
II. Methodology:
I tested my hypothesis by collecting the data. Every day I
would tally each time the baby got his diaper changed. After a
week was over, I had how many diapers he went through in a week.
I recorded this data for a 24-hour basis, or from 12:00 A. M. to
12:00 A. M. the next day.
III. Analysis of Data:
The data that I collected indicated that every day the baby can
have a different number of times that he had his diaper changed.
On Sunday he had 10 diapers changed, on Monday he had 9 diapers
changed, on Tuesday through Friday he had 8 diapers changed, and
finally on Saturday he had 7 diapers changed.
IV. Summary and Conclusion:
I found out that every day can be different and if I did another
week I would probably find out that it was totally different
than this one. I reject my hypothesis because I guessed 50 for
the whole week and the baby used 58. I also guessed 7 diapers
for every day, but it was all different numbers.
V. Application:
My findings can help people live because if someone had a baby
boy they would know if the amount of diapers changed was normal
for their baby. Also it can help my sister because the baby boy
is hers and she will know what the number of diapers to keep
around the house.
Title: What Time Of Day Do Kids Pay Attention The Most? Does
The Day Of The Week Affect The Results?
Student Researcher: Tracy Schrauben
School: Washington Woods Middle School
Holt, Michigan 48842
Grade: 6
Teacher: Mrs. Lindquist
I. Statement of Purpose and Hypothesis:
I wanted to know more about how much kids actually pay
attention. I wondered if the day of the week affects this. My
hypothesis is that the day of the week will affect kids' ability
to pay attention in class.
II. Methodology:
To test this, I observed a girl and a boy each day of the week
in all four core classes. The girl and the boy I choose had to
be in all of these classes. I choose Nick and Megan. Every day
I wrote down what they were doing and if they were paying
attention in class or not. After one week, I looked over my
notes and observe my results.
III. Analysis of Data:
Monday was the first day I observed. At first, Nick started out
a little bit wound up, but by second hour he was paying
attention. At the end of the day, he got a little wild and had
lost interest for what we were doing. All day Megan stayed on
task.
Tuesday, Nick starts to calm down. He has been paying attention
until ninth hour when he gets a little off task. Each hour
Megan seems to be paying attention.
Wednesday, Nick is doing good again, until the end of the day.
Megan is still on task and paying attention, as usual.
Thursday is pretty much the same. But it is getting closer the
end of the week and Nick's attention level goes down. He is
mostly hyper at the start and end of the day. Megan is doing
fine.
Friday, Nick is very hyper because of the weekend. Megan is
still paying attention even though she is excited about the
weekend.
IV. Summary and Conclusion:
I found out from my investigation that kids pay the most
attention at midweek. Monday and Friday are the worst because
they are either coming from or going into the weekend. For
Megan, it really didn't depend on which day because she was
always paying attention. But for Nick it did.
V. Application:
From my research, teachers may have a better idea on what
activities to plan on what days so they are able to hold the
kids attention throughout the week. They might have fun stuff
to do at the beginning and end of the week. Study times may be
planned for the middle of the week when kids pay more attention.
They may also know when to keep an eye on kids during the week.
TITLE: The Accuracy Of Parking Meters
STUDENT RESEARCHER(S): Heather Thompson and Tanya Polk
SCHOOL ADDRESS: Robert E. Aylor Middle School
Stephens City, Va. 22655
GRADE: 8
TEACHER: Mrs. Burdick
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to find out the accuracy of parking meters. We
believed that out of the thirty parking meters we tested, twenty
would be incorrect.
II. METHODOLOGY:
To test our hypothesis, we randomly chose thirty meters in the
city of Winchester. Then we put a nickel in each meter so that
it would run for twelve minutes. When the meter started we
started the stopwatch. We then waited until the time expired
and the flag appeared on the meter. Then we stopped the
stopwatch when the flag appeared. Lastly, we recorded the time.
The materials used in order to do this were: two stopwatches,
thirty different parking meters, and a sheet on which to record
the data.
III. ANALYSIS OF DATA:
After we had tested all thirty meters, we saw that six meters
gave us time below twelve minutes and twenty-four meters were
over twelve minutes.
IV. SUMMARY AND CONCLUSION:
We found out that all of the meters were wrong, most above
twelve minutes. So, our hypothesis was wrong. We thought that
twenty would be correct and ten would be wrong. It turns out
that all the meters were wrong. To make this project better, we
could have tested the meters twice.
V. APPLICATION:
The parking meters that were above twelve minutes were to the
persons advantage. The reason they were to the persons
advantage was because most of the meters gave anywhere from one
to five minutes more time allowing the person to park longer
than twelve minutes.