Ability of Seventh Graders to Memorize a Word List

 PURPOSE

The purpose of this experiment was to determine the effect of colored versus black text on the ability of seventh graders to memorize a word list.

I became interested in this idea when my mom and I were watching television. I noticed that almost every commercial was in bright colors rather than black. This made me wonder if there was a reason for that. I’ve also always wanted to have a chance to study human memory. 

The information gained from this experiment could help people who make advertisements. It will also help people who want to improve their memory. Teachers may also want to know so they can have their students remember study terms better.

HYPOTHESIS

My hypothesis was that seventh graders would remember the words printed in colored ink better than black ink. 

I based my hypothesis on the results reported by Mary LaBissoniere who did a similar project “The Effect of Color on Memory Retention of Items on a List” in the year 2000. She concluded, “Colored words were remembered better than those printed in black.” I also based it on the fact that almost all advertisements are in color.

EXPERIMENT DESIGN

The constants in this study were:

•    The number of words in each list

•    The amount of time to study the list

•    The amount of time to fill out the response sheet

•    Time passing between studying and taking the quiz

•    The place to take the test

•    The difficulty of the test

The manipulated variable was the print color of the list the subjects were to memorize.

The responding variable was the number of words the subjects remembered. 

To measure the responding variable, I scored the subject’s responses using a list of the correct answers. Then I counted the number correct.

  

MATERIALS 

QUANTITY	ITEM DESCRIPTION
1	Classroom for testing
44	Tests
8	Desks
2	Experimenter scripts
8	Pencils
22	7th grade students

        

PROCEDURES

1.    Create word lists and tests

Ø Select words that are below the average seventh grade spelling level

 Ø Create 2 equally difficult lists with 25 words in each.  Do not alphabetize these words.

 Ø  Label one List A and the other List B

  

 Ø  Create a Test A by randomly adding an additional 25 words of similar difficulty to List. Do alphabetize these test items.

 Ø  Create Test B in the same manner, but be sure not to repeat any words previously used in Test A.

 Ø  Create an answer sheet for Test A, by marking the words in this test that were originally in List A.

 o   Create an answer sheet for Test B, by marking the words in that were originally in List .

 o   Create an instruction script to explain testing procedures to each group before they take the test

 2.   Randomly assign boys with permission slips equally to Test Group 1 and 2.

3.    Randomly assign girls with permission slips equally to Test Group 1 and 2.

4.    Arrange an empty classroom so that it has enough desks for one test group with the desks spaced far apart (about 1 meter.)

5.    Have Testing Group 1 come into the classroom and sit

6.    Read instructions to the group and answer questions.

7.    Using the testing schedule, give them the appropriate List (A or B) in the correct color (black or colored).

8.    Have them memorize the list for two minutes

9.    After two minutes collect the lists

10.    Wait five minutes before giving them the matching test sheet (have them play tic-tac-toe or another game on paper that has no words involved.)

11.    Pass out the test sheets and pencils

12.    Instruct them to circle exactly 25 words, those in the original List.

13.    Give the group 3 minutes to circle all the words they can remember.

14.    After three minutes collect all the tests and pencils

15.    Dismiss students to class

16.    Check their answers with answer key for this test

17.    Record the number correct

18.    Repeat steps 5-17 for groups two, three, and four

19.    Average scores for each treatment.  

20.    Compare the results to see if the students remembered words in colored ink or in black ink better.

RESULTS

The original purpose of this experiment was to determine the effect of colored versus black text on the ability of seventh graders to memorize a word list.

The results of the experiment were that seventh graders could remember words printed in black better than in color. According to the data the average words that were correct with black text were 19. For color the average words correct was 17.

CONCLUSION

My hypothesis was that seventh graders would remember the words printed in colored ink better than black ink.

The results indicate that this hypothesis should be rejected because according to the data the average words that were correct with black text was 19. For color the average words correct was 17.

After thinking about the results of this experiment, I wonder if girls would remember the words better than boys would.

If I were to conduct this project again I would make the words closer to the same reading grade level. I would also use many more subjects. 

Researched by ------ Whitney B

Read More

Colored vs. White Paper On 7th Grade Math Test Scores

 PURPOSE

The first purpose of this experiment was to determine whether seventh grade students’ math test scores were affected by having the test printed on colored vs. white paper.

The second purpose of this experiment was to determine whether seventh graders preferred   tests printed on colored paper or white paper.

The third purpose of my experiment was to determine whether seventh grade girls’ or boys’ scores would be affected more by the paper color.

I became interested in this idea when I realized that I was able to do and remember work better when using colored paper. 

The information gained from this experiment could help educators know what color of paper is better for tests.  It would also show whether seventh graders prefer taking tests on colored or white paper.  Also it would show whether girls in the seventh grade are affected more or less by paper color than boys are.

HYPOTHESIS

My first hypothesis was that seventh graders would have higher test scores when taking the test on white paper.

My second hypothesis was that seventh graders would prefer taking the test on colored paper. 

My third hypothesis was that girls’ test scores would be affected more than the boys’ scores.

I based my first hypothesis on the results of Christian Hertel’s science project, “The Effect of Colored versus White Paper on Math Scores,” from the year 2004. She found that tests on white paper yielded the best results.

My second hypothesis was based on a small poll taken by fellow students in an after school science class. About 40% preferred to take a test on white paper, about 60%preferred to take a test on colored paper.

I based my third hypothesis on the observation that girls seem to pay more attention to color than boys.

 

EXPERIMENT DESIGN

The constants in this study were:

•    Number of questions on each test

•    Difficulty of tests

•    Amount of time to take tests

•    Testing environment (lighting, desk placement 50 cm apart, quiet noise level)

•    Subjects taking the tests

The manipulated variables were the color of paper the test was printed on and the results of boys vs. girls.

The responding variables were the number of correct answers.  

To measure the responding variable, I counted the number of problems correct using a scoring sheet.

MATERIALS

QUANTITY	ITEM DESCRIPTION
1	Stopwatch
20	Experimenter’s script scoring sheet (with group numbers)
20	Tests printed on colored paper (10 form A, 10 Form B)
40	Number 2 pencils
20	Desks and chairs
20	Tests printed on white paper (10 form A, 10 form B)

PROCEDURES

1. Obtain two equally difficult math quizzes and label one Form A and the other Form B.

 
2. Print enough Form A tests for all subjects but print half on colored paper and half on white.

3. Print Form B tests for all subjects. Print half on colored paper and half on white.

 
4. Randomly assign 7th grade subjects having a permission slip to one of four test groups: Group 1, Group 2, Group 3, and Group 4.

5. Arrange enough desks in an empty classroom so the subjects cannot see other subjects’ tests, spaced at least 50 cm apart

6. On each day of testing refer to the testing schedule to determine who to test and what test to use:

a. bring in one test group

b. explain what to do

c. answer any questions that might occur 

d. give them pencils

e. give them the appropriate form

i. Group 1: Form A  on Colored paper

ii. Group 2: Form A on White paper, 

iii. Group 3: Form B on Colored paper 

iv. Group 4: Form B on White paper

f.  Use a stopwatch and time them for 20 minutes 

g. After 20 minutes are up collect the tests

h. Send students back to class

7.  On day two repeat steps 5and 6 except use the following forms.

i. Group 1: Form B on White paper

ii. Group 2: Form B on Colored paper

iii. Group 3 :Form A on White paper

iv. Group 4: Form A on Colored paper

8.  At the end of day two give the test subjects a preference survey

to see what color of paper they preferred to take the tests on

9.  Count the number of problems correct and record them on the

scoring sheet (by color of paper and test form)

10.  Find an average for each of the four testing forms

11.  Record this information 

12.  Find a percentage for the total from all the subjects

13.  Record this information

14.  Sort the tests by gender of student

15.  Add together the total points of the boys then the girls

16.  Tally preference votes

17.  Average scores and compare for each gender

18.  Record the averages

 RESULTS

The first original purpose of this experiment was to determine whether seventh grade student’s math test scores were affected by having the test printed on colored vs. white paper.

The second original purpose of this experiment was to determine whether seventh graders preferred tests printed on colored paper or white paper.

The third original purpose of this experiment was to determine whether seventh grade girls’ or boys’ scores would be affected more by the paper color.

The results of the experiment were seventh graders did an average of 0.2 points out of 18 better taking a math test on white paper versus taking a math test on colored paper.  Seventh graders also seem to prefer taking a math test on colored paper rather then white paper, I discovered that 65% seventh graders prefer math tests on colored paper and 33% prefer taking a test on white paper.  My results also show that boys scored 0.2points (out of a possible 18) better than girls when taking the math test on colored paper and 0.6 points better than girls taking a test on white paper.

CONCLUSION

My first hypothesis was that seventh graders would have higher test scores when taking the test on white paper. The results do not give a clear indication that this first hypothesis should be accepted.  Although the seventh graders on average had a slightly higher score taking the test on white paper, the difference was extremely small.  In fact it is probably insignificant.  I think that if I redid my entire project with a new group of subjects that they could just as easily have an average that showed the opposite effect.  For this reason, I feel I must reject my first hypothesis.

My second hypothesis was that seventh graders would prefer taking the test on colored paper. The results indicate that this second hypothesis should be accepted, because 65% preferred taking a test on colored paper rather than taking a test on white paper.

My third hypothesis was that girls’ test scores would be more affected than the boys’ test scores. The results indicate that this third hypothesis should be rejected also because on average boys scores varied more between colored and white paper. The girls had almost exactly the same score on both colors.

After thinking about the results of this experiment, I wonder if using varied colors instead of yellow for all the tests would affect the test scores.

If I were to conduct this project again I would give my subjects more than twenty minutes to complete each test.  I would also test many more subjects. I would have my subjects do a much easier test.
 

Researched by ----- Brooke C

Read More

Aerodynamic Drag of Several Basic Vehicle Shapes

PURPOSE

The purpose of this experiment was to determine the aerodynamic drag of several basic vehicle shapes.

I became interested in this idea when I was riding in our convertible and I felt the air hit me in the back of the head instead of the front of my head. I wondered why the air was coming from behind me. 

The information gained from this experiment could show designers which shape would be the most aerodynamic. Society would want to build more aerodynamic cars and planes because they are more efficient and would save gas and money.

  

HYPOTHESIS

My first hypothesis was that the hemispherical nose would be the most aerodynamic, having the least amount of drag.

My second hypothesis was that the conical tail would be the most aerodynamic, having the least amount of drag. 

I based my hypothesis on a science project done in 2003 by Landin Arnett, ”The Effect of Different Fuselage Shapes on Drag.” He said, “The hemispherical nose and the conical tail did the best.”

              EXPERIMENT DESIGN

The constants in this study were:

•    The speed of wind

•    The size of wind tunnel

•    The type of wind tunnel

•    The spring scale

•    The type of wheels

•    The size of wheels

•    The main body of the car

•    The source of wind

•    The mass of the car 

The manipulated variables were the shape of the nose and tail. 

The responding variable was the force of drag.  

To measure the responding variable, I used a spring scale to see how much drag force there was in newtons.

                                   MATERIALS

QUANTITY	ITEM DESCRIPTION
2	Hemispherical shapes of Styrofoam
2	Conical shapes of Styrofoam
2	Square shapes of Styrofoam
1	Air tunnel
1	Spring scale
1	Roller
1	Car body
2	Leaf blowers
3cm	string
4”	Wide tube

  

PROCEDURES

1.    Get all of the supplies listed in “materials”

2.    Construct the car and the interchangeable nose and tail pieces

a.    Use nose and tail pieces that are two conical shapes, two hemispherical shapes, and two flat shapes that are cut out of Styrofoam

b.    Each of the shapes must be four inches wide which is the width of the tube

c.  Make sure that the car rolls easily

d.  Build the car low to the ground so that you only see the tires

e.  Don’t let the pipe touch the tires on the roller

3.    Setup the wind tunnel for use

a.    Attach the spring scale to the wind so it wont slide around during the experiment

b.    Tape the spring scale inside the wind tunnel

c.    Put the two leaf blowers together so they can be used

4.    Install the hemispherical shape of Styrofoam for the nose. Then install a conical shape for the tail of the car (the nose and tail do NOT have to be the same but eventually will have to)

5.    Attach the shapes chosen to the car’s nose and tail and place the shapes inside the tunnel 

6. Tie the car to the spring scale with the 3cm string

7. Turn the two leaf blowers on while they are in the wind tunnel

8.  Watch the spring scale closely for force changes

a. This will give you the amount of drag the car produces

9.  Record your observations of the spring scale

10. Watch the car closely for its reaction to the wind 

11.  Record your observations of the car’s behavior 

12. Do each experiment for each set of shapes 5 times

13. Choose another set of Styrofoam shapes for the car’s nose and tail 

14. Repeat steps 4-14 until you run out of shape combinations to use for the nose and tail of the car you made 

15. Record your results of each of the experiments 

a.    Average out how well each nose did with each of the three tails

b.    Average out how well each tail did with each nose

c.    That will tell you which pair of shapes did the best

d.    It will also tell you which pair of shapes did the worst

  

RESULTS

The original purpose of this experiment was to determine the aerodynamic drag of several basic vehicle shapes.

The results of the experiment were that the conical nose and the conical tail section, the conical nose and the hemispherical tail, and the conical nose and flat tail section all averaged 0.00 newtons of drag. Thus, the average amount of drag of the conical tail was 0.00 newtons.

The hemispherical nose along with the conical tail section averaged 0.01 newtons of drag, while the hemispherical nose along with the hemispherical tail section averaged 0.05 newtons of drag, and the hemispherical nose and the flat tail section averaged 0.00 newtons of drag. Thus the average amount of drag in newtons for the hemispherical nose was 0.02.

The flat nose along with the conical tail section averaged 0.33newtons of drag, and the flat nose and the hemispherical tail section averaged 0.16 newtons of drag. The flat nose along with the flat tail section averaged 0.29 newtons of drag. Thus, the average amount of drag in newtons of the flat nose was 0.26.    

CONCLUSION

My original hypothesis was that the hemispherical nose would be the most aerodynamic.

My second hypothesis was that the conical tail would be the most aerodynamic. 

The results indicate that this hypothesis should be rejected, because the conical nose and the hemisperical  tail did the  best, instead of the hemisperical nose and the conical tail.

After thinking about the results of this experiment, I wonder if I used the same shapes in hydrodynamics if the results would be the same. 

I also wonder if  I used the same shapes only as sails if I would get the same results.

If I were to conduct this project again I would use a lighter pipe, different shapes and smoother shapes, a different material for the shapes, and I would do more trials.

Researched by -------Brennan D

Read More