Concentration Levels Of High School Students Chewing Gum Versus Non Chewers

The initial mass of the gum was 9.8 grams and by the tenth trial it was at 5.19 grams; therefore, the mass started dropping at a rate of 0.5 grams to dropping only 0.05 grams every time the mass was recorded. From further observations, the more the gum was chewed the less taste there was and the sugar in the gum was responsible for the taste because towards the end of the experiment when the taste was almost gone, the mass of the gum went from seriously dropping to only dropping 0.05 grams every time the mass was recorded; also, the gum tasted a lot better in the beginning than it did in the end. Each student performed 25 trials (625 chews) to get more accurate data, implying that the more we did the less sugar content was left in the gum. I also observed that the more chewing we did the less percentage error we would have in comparison from our control groups’ percentage. Lastly, the existence curve shows how the mass drops plenty until most of the sugar was extracted and the data

Chewing gum in school is a heated issue because many people think it is rude and messy. Others argue it can help students focus, improve memory when taking tests, and relax while doing schoolwork or a test. But the negative argument is misguided because the mess wouldn’t happen if students were allowed to have gum, and therefore throw it away without feeling guilty. Still, the actual question that should be debated is what the benefits of chewing gum in school are.

Purpose : The purpose for this project explores whether chewing gum can benefit a majority of people with focus and concentration.

Because chewing gum increases concentration and attention, students who chew gum during school exhibit a higher academic performance. Middle school students from Houston, Texas were studied by researchers from Baylor College of Medicine. The students were divided into two groups: one chewed gum while doing homework and taking tests and one did not. The results revealed that the students who did chew gum had a three percent increase on their math tests while children who did not chew gum did not. Craig Johnston, Ph.D. of Baylor College of Medicine stated,

BEFORE CONDUCTING THE EXPERIMENT - You should already have submitted to your teacher an EXCELLENT Investigation Design that included:

You either love or hate the idea of chewing gum at school but have you thought of all of the evidence supporting it? Many different studies show the effects of gum on students, but each show a different result, leaving people’s opinions diverse. Some studies show that chewing gum helps test scores increase while teachers and students say it can be distracting and messy. Some students stick their gum under their tables or desks instead of taking the chance of getting caught while throwing it away. Personally I think that gum should be allowed during testing and other concentration based work.

Studies show that gum chewing can help you stay focused for longer on tasks that require continuous monitoring. Kate Morgan a publisher of “The British Journal of Psychology” Published an article that explained how the tested this theory. They put 38 participants in a room to do an audio task. The participants were split into two groups. Those who chewed gum while doing the task scored higher than the

SMACK! SMACK! POP! The teacher quietly pulls me out in the hall and ask if I have gum I sadly say yes, and I have to throw it away. I am going to try to make people able to chew bubble gum in class. What is really wrong with gum it’s not bad . People in our middle school or even elementary have probably been written up millions of times or have been told to throw it away a million times because they were chewing bubble gum. Bubble gum isn’t a crime so why should people have to throw away their store bought bubble gum that cost money. I think people should be able to chew bubble gum during class to take things out of you head that you don’t need to think about .

Although many people think all school rules are understandable, some school rules that could be dispossessed. The school rule about chewing gum, candy, and food could be disregarded easily. So if one school rule could be vetoed, not being able to chew gum, candy, or food should be vetoed.

According to CNN “Chewing gum is an easy tool students can use for a potential academic edge,’ says Craig Johnston, Ph.D”(Gajilan). Gum has proven to improve student’s grades in class and standardized testing. Helping students since 1928 when the famous pink bubble gum was invented by Walter Diemer, it has become a great American Invention.

What are the ingredients for gum? Over 17,600,000 people look up what’s in gum. Over the past years people look up what’s in gum, most people don't care about it, but others do. Many people asked for so many years, but there are things in it that could lead to cancer and many other diseases. People think ingredients inside gum is made with whale fat, but the truth is it isn't. There are many dangerous chemicals and toxins in chewing gum. People say gum is made out of tree sap, from the sapodilla tree. The texture of the sap is a rubbery material from the tree called polyisobutylene. It is also called chicle.

Johnson. Johnson utilized control and non-control groups, children who ate sugary snacks versus non-sugary snacks. This experiment was performed in a laboratory setting, which introduced manipulation, the sugary snack. The sugary snack allowed for an assessment of the cause and effect relationship that may or may not exist between the children whom were and were not active. After placing the children in the mock classroom there was no significant difference in activity level in the class. This was an experimental design study, which seeks to discover causal relationships between two factors. The pros of this experiment are that it allows to determine a cause and effect, although there was none in this case. A definite con of this experiment is that it was manipulated. This concluded that sugar intake is not the cause of the hyperactivity of the

Second, have the four people you are testing on come over. Have the four people all sit down at the table. Then give one person a black and white memory photo and start the timer for one minute.When the minute is up give the person a piece of paper and have them write down what they remembered. They have one minute to do this. Next give them a memory photo with a green see-through clipboard on top. Have them look at this photo for one minute. When the minute is up replace the photo with a piece of paper. Give them one minute to write down what they remembered on the piece of paper. Then you will need to give the person a memory photo with a pink see-through clipboard on top. Then take the photo from them and give them a piece of paper. Give them one minute to write down what they remembered off of the photo.

Some reports have suggested that chewing gum might improve the performance in memory task, although other studies have not confirmed this effect of chewing. Little is known about the brain activity and the task performance while chewing gum. Near-infrared spectroscopy is a spectroscopic method that uses the near infrared region of the electromagnetic spectrum(what does this mean). Put in my own words, describe what it means.Near-infrared spectroscopy is a useful tool for investigating brain function and can measure brain activity during bodily movements. Wadi et al.’s purpose of the study was to “clarify the effects of chewing gum on cognitive processing during and after chewing gum, using NIRS-based measurement of cerebral hemodynamic response.” They investigated the effect of chewing on the hemodynamic changes in this brain region, using NIRS (Hoshi et al., 2000), and the performance of subjects in a short-term memory task involving serial recall of random eight-digit numbers. The study asked for 30 healthy volunteers(is this enough to make conclusive) with no history of neurological, psychiatric, temporomandibular joint disorders. The volunteers were asked to recall random eight digit numbers. They sat in a dimly lit room in front of a PC monitor and the a series of 8 digit numbers flashed on the screen for two seconds. They were then told to type out the numbers and the PC proceeded to flash a new 8 digit number when they had finished typing the previous number. The

The method that we used in our experiment deals with a feeding station. An outdoor feeding station was established in Colchester, Vermont on Saint Michael’s College campus. The station was located in a field across the street and behind an astronomy tower surrounded by trees. Our class chose to use red, green, and purple as the prey colors. After a group discussion took place on which colors would best fit this was our conclusion. We chose to use green as the palatable prey, purple as the mostly palatable, and red as the distasteful prey. The mostly palatable prey consisted of ¾ palatable, while the mostly distasteful prey only consisted of ¼ palatable. Flour and lard were the ingredients in the recipe that we used for the prey. The addition of quinine sulfate was given to the distasteful prey to add to the repulsive reaction of the predator (Banschbach, 2012). Next the prey was then colored according to the chosen colors by our class. The red coloring was created using two bottles of red dye in increments of 20 drops, while the green coloring was created using 100 drops of green dye in 25 drop increments. The purple coloring was created in class on the same day but the data for replicating the purple pigment has been misplaced. After the prey was colored the class cut the floury lard prey into roughly (6mm) sections long. They were then labeled in accordance to their palatability. We then randomized the arrays of