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THE E-DATABASE OF STUDENT RESEARCH is made possible through grants provided by the United States Department of Education, South Central Bell Telephone, American Petroleum Institute, Intertel Foundation, Springhouse Publishing Corporation, Graham Resources, Inc., Chevron Oil Company, Central Louisiana Electric Company, Louisiana State Department of Educaton, and National Science Foundation. Mandeville Middle School and the National Student Research Center thank these organizations for their generous support of education.
TABLE OF CONTENTS
1. Student Knowledge and Opinions of Nuclear Power
2. Student Knowledge of Drug Abuse
3. Student and Teacher Use of a Homework Hotline
4. Opinions About Year-Round School
5. What Are The Names of the Most Common Drugs?
6. What Would You Do If Someone Offered You Drugs?
7. In Which Month Do Hurricanes Mostly Come?
8. Student Knowledge About Tornadoes
TITLE: Student Knowledge and Opinions of Nuclear Power
STUDENT RESEARCHERS: Alan Leung, Brett Poole, and Michael Clark
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 what students
think about nuclear power. Our hypothesis states that the
majority of the students will not want to use nuclear power to
generate electricity in America.
II. METHODOLOGY:
First, we wrote our statement of purpose. Then we went on the
National Student Research Center's Electronic School District to
establish our collaborative research team with two third grade
students at Mimosa Elementary School in Luling, Louisiana. Next,
we wrote our review of literature. Then we developed our
hypothesis. Next, we wrote our methodology. Then we developed a
questionnaire. Next, we randomly drew eighteen sixth grade
students from Mandeville Middle School. Then we administered our
questionnaires and, in addition, we sent our questionnaires to
Mimosa Elementary School for them to be answered. We scored our
questionnaires when they were returned. With the data from our
questionnaires, we wrote our analysis of data. Then we wrote our
summary and conclusions. Next, we applied our findings to the
real world.
III. ANALYSIS OF DATA:
We sent out 54 questionnaires and fifty were returned. A majority
of fifty students knew that radiation from nuclear power could
lead to cancer and other diseases. A majority of 48 didn't know
there were 111 nuclear reactors that existed in America. A
majority of 43 did not know that the Three Mile Island nuclear
reactor was located near Harrisburg, Pennsylvania. A majority of
49 did not know that the nuclear meltdown of the Chernobyl Unit
Three nuclear reactor occurred on April 1986. A majority of 57
thought that nuclear waste should not be buried underground. A
majority of 38 thought that nuclear power should be used to
generate electricity in America. A majority of 48 did not think
that there should be any more nuclear power plants built in
America.
IV. SUMMARY AND CONCLUSION:
A small majority of students thought that nuclear power should be
used to generate electricity in America. Therefore, we reject our
hypothesis which stated that the majority of the students would
not want to use nuclear power to generate electricity in America.
Also, a majority of the responses to the questions about nuclear
power were incorrect.
V. APPLICATION:
A majority of the students thought nuclear power should be used to
generate electricity in America, but a majority of the students
did not know very much about nuclear power. Therefore, we will
recommend that teachers teach more about nuclear power and its
danger, so that students can make more informed decisions about
whether they want nuclear powered energy or not.
TITLE: Student Knowledge of Drug Abuse
STUDENT RESEARCHERS: Angela Geraci, Bethany Kurrus & April
Needham
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 to see how much
students know about drug abuse. Our hypothesis states that most
students will know that cigarettes contain an addictive drug
called nicotine.
II. METHODOLOGY:
First, we wrote our statement of purpose. Second, we went on the
National Student Research Center's Electric School District and
found two students from Dawson School in Holden, Massachusetts to
be a part of our research team. Then we wrote our review of
literature and developed our hypothesis. After that we developed
our questionnaire and drew a random sample of students at
Mandeville Middle School. We administered it to 54 sixth grade
students at Mandeville Middle. We also sent the questionnaire to
the student researchers at Holden who administered it at their
school. When our questionnaires were returned, we scored them and
analyzed our data. Then we wrote our summary and conclusion. We
then applied our findings to the real world.
III. ANALYSIS OF DATA:
We sent out 54 questionnaires to sixth grade students at
Mandeville Middle School and 53 were returned. Eighteen
questionnaires were returned from Dawson School. A total of 71
questionnaires were returned. A majority of 45 knew that Angel
Dust is another name for P.C.P., a strong stimulant. A majority
of 63 knew that cigarettes contain an addictive drug called
nicotine. A majority of 47 knew that Cocaine can be injected or
taken by the mouth, but is most commonly inhaled by the nose. A
majority of 52 knew that Marijuana can be cooked with foods and
eaten, but is most commonly smoked. A majority of 65 did not
think that sniffing glue is cool. A majority of 49 think that
school drug awareness programs are keeping kids off of drugs. A
majority of 40 did not know anybody who uses drugs. A small
majority of 38 did not know that Coca-Cola products once contained
Cocaine. A small majority of 36 knew that a stimulant speeds up
the nervous system in your body. A majority of 56 knew that
Heroine addiction may lead to criminal behavior. A majority of 42
did not know that a Hallucinogen produces hallucinations.
IV. SUMMARY AND CONCLUSION:
Our data indicated that a majority of the students knew a lot
about drugs. Ninty-seven percent of the students in our survey
knew that cigarettes contain an addictive drug called nicotine.
Therefore, we accept our hypothesis. We also found that a
majority of the students knew the different names for drugs and
what they do to you.
V. APPLICATION:
Forty percent of the answers on our questionnaire were incorrect.
Also a small, but significant number of students knew someone who
uses drugs. So, we think that more emphasis should be put on
school drug awareness programs.
TITLE: Homework Hotline
STUDENT RESEARCHERS: Demetria Wilder, Amanda Gable,
Charles Meeks, and Vickie Pickett
SCHOOL: Tuscaloosa Middle School
Tuscaloosa, Alabama
GRADE: 7
TEACHER: Debra B. Warren
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to know if TMS teachers and students would use a
Homework Hotline. Our hypothesis stated that we thought students
and teachers would use a Homework Hotline.
II. METHODOLOGY:
First, we wrote our statement of purpose and hypothesis. Next, we
made a survey form for teachers and students. We counted the
results and used a spreadsheet to analyze the data. Finally, we
illustrated our findings using a computer graphics program.
III. ANALYSIS OF DATA:
Seventy out of eighty students responded. Seventy-one percent of
the students who responded said they thought their parents would
use the Homework Hotline. Eighty-four percent of the students
thought they would use it themselves. Ninety percent of the
students thought the Homework Hotline would improve their grades.
Eighty-seven percent thought this was a good idea.
Twenty-two out of twenty-two teachers responded. Sixty-eight
percent of the teachers responding said they would record
assignments and 18% said they would record assignments daily.
Eighty-two percent of teachers said they think students will
benefit from the Homework Hotline. Fifty-nine percent of teachers
said they would deliver messages using the Homework Hotline.
IV. SUMMARY AND CONCLUSION:
The majority of the students and teachers thought that having a
Homework Hotline was a good idea and that it would improve
students' grades. Our hypothesis was correct stating that the
majority of the students and teachers would think the Homework
Hotline to be a good idea.
V. APPLICATION
The results of this survey have been used to justify piloting a
Homework Hotline at Tuscaloosa Middle School second semester.
TITLE: Opinions about Year-Round School
STUDENT RESEARCHERS: Stephanie Prestridge, Stacy Cochrane,
Callie Chesnutt, and Tara Hodges
SCHOOL: Tuscaloosa Middle School
Tuscaloosa, Alabama
GRADE: 7
TEACHER: Debra B. Warren
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to find out what our peers and teachers thought about
the topic of Year-Round School. We wanted to compare ideas and
opinions on the subject. Our hypothesis states that the majority
would approve of Year-Round School.
II. METHODOLOGY:
First, we researched our topic and then interviewed the
superintendent of education, Dr. Thomas Ingram. Next, we
surveyed our peers and teachers for their opinions and ideas.
After receiving the questionnaires, we tallied the results. Then,
we analyzed the data, and wrote our summary, conclusion, and
application.
III. ANALYSIS OF DATA:
After reviewing our surveys, we concluded that 50% of the students
surveyed did not like the idea of Year Round School. However, 39%
of the students accepted the idea. Of the students interviewed,
11% were left undecided. Out of the teachers interviewed, 47%
said yes to Year Round School and 33% said no. Twenty percent were
undecided. The most preferred calendar by the stu-
dents was the nine months - three months plan. The most preferred
calendar by the teachers was the nine weeks - three weeks plan.
IV. SUMMARY AND CONCLUSION:
Thirty-nine percent of the students responded negatively to the
proposal of Year-Round School. Forty-seven percent of the
teachers would like to see the program initiated. Our hypothesis
stating that the majority of people would approve of the program
was rejected.
V. APPLICATION:
Our findings can be shared with the city school board of education
and our superintendent, Dr. Thomas E. Ingram.
TITLE: What are the Names of the Most Common Drugs?
STUDENT RESEARCHERS: Geordie Sanborn and Ben Monfredo
SCHOOL: Dawson School
Holden, Massachusetts
GRADE: 5
TEACHER: Wayne Boisselle, M. Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to find out if fourth graders at Dawson School know some
drugs that are bad for them and what good drugs are called. Our
first hypothesis stated that at least 90% of the fourth graders
will know some drugs that are bad for them. Our second hypothesis
stated that at least 50% of the 4th graders will know what good
drugs are called.
II. METHODOLOGY:
First, we wrote our statement of purpose and reviewed the
literature. Then we developed our hypothesis. Next, we developed
our survey and distributed it to 40 randomly chosen 4th graders.
Then we wrote our analysis of data, and summary and conclusion.
Finally, we applied our results to the real
world.
III. ANALYSIS OF DATA:
Twenty-nine out of the 40 surveys were returned. Twenty or 69% of
the students knew what bad drugs are called. Sixteen or 55% of
the students knew what good drugs are called.
IV. SUMMARY AND CONCLUSION:
We found out that more students knew which drugs are bad for them
than people who didn't know, but it wasn't at least 90%.
Therefore, we reject our first hypothesis that stated that at
least 90% of the students will know what kinds of drugs are bad
for them. We found that 55% of the students knew what good drugs
are called. Therefore, we accept the second hypothesis which
stated that 50% of the students would know what good drugs are
called.
V. APPLICATION:
We could use this information to inform fourth grade teachers that
students coming into fourth grade have some knowledge of the kinds
of drugs that are bad and that good drugs are called medicines.
TITLE: What Would You Do If Someone Offered You Drugs?
STUDENT RESEARCHERS: Katie Sobiech and Rebecca Clark
SCHOOL: Dawson Elementary School
Holden, Massachusetts
GRADE: 5
TEACHER: Mr. Boisselle, M. Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to find out what fourth graders at Dawson School would
do if a grown-up, friend, or stranger offered them drugs. Our
first hypothesis stated that at least 60% of the 4th graders will
say no and run away if forced to take drugs. Our second
hypothesis stated that at least 80% will say no and run away if a
grown-up offered them drugs. Our third hypothesis stated that at
least 70% of the 4th graders would say no and run away if a
stranger offered them drugs.
II. METHODOLOGY:
First, we wrote our statement of purpose, reviewed the literature,
and developed our hypothesis. Then we created our surveys and
distributed them to 40 randomly chosen fourth graders. When the
surveys were returned, we scored them and analyzed our data.
Finally, we wrote our summary and conclusion and applied our
results to the real world.
III. ANALYSIS OF DATA:
Out of the 40 surveys sent, we only got 34 back. If a grown-up
or friend offered students drugs, 12 or 35% would run away, 25 or
74% would say no, and 5 or 15% would tell someone. If someone
forced drugs on them, 23 or 68% would run away, 2 or 6% would say
no, and 9 or 26% would tell someone. Finally, if a stranger
offered them drugs, 11 or 32% would run away, 15 or 44% would
say no, and 9 or 26% would tell someone.
IV. SUMMARY AND CONCLUSION:
Most students would run away if someone forced drugs on them.
Most students would say no to grown-ups, friends, and strangers if
offered drugs. Therefore, we accept our hypothesis which stated
that at least 60% of the forth graders would say no and run away
if forces to take drugs. We also accept our hypothesis which
stated that at least 80% would say no and run away if a grown-up
or friend offered them drugs. Finally, we reject our hypothesis
which stated that at least 70% would say no and run away if a
stranger offered them drugs.
V. APPLICATION:
We could use this information to inform fourth grade teachers that
students coming into fourth grade have a pretty good idea of what
to do if someone were to offer them drugs.
TITLE: In Which Month Do Hurricanes Mostly Come?
STUDENT AUTHORS: Matthew Cuccara and Jessica Ciambriella
SCHOOL: North Stratfield
Fairfield, Conn.
GRADE: 4
TEACHER: Mr. Carbone
I. PURPOSE STATEMENT AND HYPOTHESIS:
We want to find out which month has the most hurricanes. Our
hypothesis states that August will have the most hurricanes.
II. METHODOLOGY:
We researched the information from a book that kept track of
hurricanes over a fifty-eight year period.
III. ANALYSIS OF DATA:
MONTH NUMBER OF
HURRICANES
January 1
February 0
March 1
April 0
May 1
June 14
July 15
August 64
September 104
October 48
November 12
December 1
IV. SUMMARY AND CONCLUSION:
We found out that September has the most hurricanes over a fifty-
eight year period. Our hypothesis was rejected.
V. APPLICATION TO LIFE:
This information would be help people know when to get ready for a
hurricane.
TITLE: Tornadoes Today
STUDENT RESEARCHERS: Katie Hurd & Kara Foster
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
TEACHER: Mr. Carbone
I. PURPOSE STATEMENT AND HYPOTHESIS:
We want to find out how much the average 4th and 5th grader knows
about tornadoes. Our hypothesis states that they will get 50% of
our questions correct.
II. METHODOLOGY:
We researched information from books and we came up with a ten
question questionnaire. We passed them out and tallied up how
many responses were wrong and right to find out what percentage
they got.
III. ANALYSIS OF DATA:
We surveyed 29 students. Twenty-two students knew that a tornado
can come from a thunderstorm. Eighteen students knew that
tornadoes happen come on lakes and oceans are called waterspouts.
All 29 knew that a tornado causes a lot of damage. Twenty-two
students knew that a tornado does not last a long time. No one
knew that a whirl wind of dust from the ground may be a first sign
of a tornado. Five students knew that wind makes a tornado get
larger. Twenty-one students knew that the winds are very strong
in a tornado. Twelve students knew that you should hide in a
basement or cellar during a tornado. One student knew that a
tornado in a desert is called a dust devil. No one knew the first
step in a tornado which is that air that flows downward from a
thunder storm.
IV. SUMMARY AND CONCLUSION:
We found out that the 4th and 5th graders got 60% of our questions
correct. Our hypothesis was rejected.
V. APPLICATION TO LIFE:
Teachers who live in places where tornadoes occur a lot should
focus on this subject for student safety.
© 1994 John I. Swang, Ph.D.