The Effect Of Temperature On Students Mathematical Skills

The Effect Of Temperature On Students Mathematical Skills Our research is about the effect of room temperature on student mathematical skills. So we have performed the research in which we would be finding new hypothesis. In our research we want to see how student perform when they are exposed to the two temperatures 18-28(degree)  ° C, 30-40(degree)  ° C. Our research was backed by solid literature that have given us the plentiful ground to start the research is these areas. We have taken sample of 100 students undergraduate and graduate from our college. We have made three groups (control and two experimental groups which include cold and hot) these were tested under the temperature ranges. The randomly selected sample have above average, average, and under average grades taken in math courses. We have conducted our research by giving mathematical skill questions, with two temperatures mentioned above. One room was selected to conduct our research, it was important to see the schedule of load shedding in order to properly conduct our research. Our results have showed us that in a higher temperature condition will lead the student to poorly perform. When the same batch was assign another test in the cooler environment the results were positive. By this outcome we have concluded that our hypothesis is realistic. Introduction The global warming is affecting the temperature of whole world so it has also been effecting in our daily lives. Now days the room temperatures are not well managed, the load shedding has been a problem for everyone living in this country, which is affecting our research also. Problem statement: Our research main purpose is to determine whether or not ones thinking capability is affected when temperatures are unfavourable. Since ICBS also faces electricity dilemma we would like to find out that if the temperature does affect the students of ICBS. Literature review: Main studies which have shown that temperature does affect students performance in hot and cold temperature, Aluciems (1972) collected data from 23 classes of children, drawn from 19 secondary schools. Aluciems opened the windows of the classroom and recorded the temperature before, during, and after the completion of the task. Nelson, Nilsson, and Johnson (1984) had its participants write stories to accompany pictures in ambient temperatures of 55.4 °, 73.4 °, and 86 ° F. They also measured changes in participants subjective fatigue and mood using the Feeling Tone Check List and Mood Adjective checklist. Interestingly, Nelson found that participants wrote more words and stories in a cooler temperature (55.4 ° F). Dawson, B., Pyke, F. S. (1988)s research has shown that when the surrounding air is cool, heat can be lost from the body by the process of radiation (transfer of heat by electromagnetic waves), convection (by air movement), conduction (by contact), and evaporation (by sweating) and thus gives a cooling effect to the mind and body. Another recent research review by Mendell and Heath (2005) stated the factors that might influence student performance found only one peer-reviewed study of how the air temperature in classrooms affects schoolchildrens performance (Schoer and Shaffran 1973). As the above experiments conducted do show how temperature can affects students performance more proof was found by Holmberg and Wyon (1969) in this experiments, three parallel classes of 9 to 10 year-old children were exposed for two hours to each of three classroom temperatures -20[degrees]C, 27[degrees]C, and 30[degrees]C, 68[degrees]F, 80.6[degrees]F, and 86[degrees]F), encountered in balanced order, and four classes of 11- to 12-year-old children were similarly exposed to 20[degrees]C and 30[degrees]C (68[degrees]F and 86[degrees]F) in the morning and the afternoon in a 2 x 2 design, again in balanced order of presentation of conditions. As far as we can see that the impact of temperature does affects students as many of the experiments were conducted in various ways. The results of the studies summarized above suggest that increased classroom temperatures can have negative effects on the performance of schoolwork by children According to Dr.Wyon from the Technical University of Denmark commented that .reduced temperatures increased work rate in subtractional and reduced temperature at increased ventilation rate increased work rate in a set of logical thinking... Hence, identifying the temperature of the working environment is essential for the significance of the concentration of the students academic performance. Theoretical Framework: In our research we evaluated that does temperature affect the way students perform in their mathematical skills. To have the accurate figures one must first understand that what are the independent variable, the dependent variable and the intervening variable. A variable is anything that can take on differing or varying values or it is the most important factor that can alter the results of the experiment. Dependent variable: It is the variable of primary interest to the researcher. In this research Mathematical skills test would be the dependent variable since it cant be in control of the experiment. We randomly choose students who have an average, above average and under average grade in their math courses hence gave them mathematical skills questions to solve with varying room temperature. Independent Variable: An independent variable is one that influences the dependent variable in either a positive or negative way. Here in our research independent variable would be the temperature since we can control it. That is, when the independent variable is present (temperature), the dependent variable is also present (Mathematical skills test) and with each unit of increase in the temperature there will be an increase or decrease in the dependent variable. In other words, the students who performed in high temperature had less concentration on their test, leading to their test scores getting affected. It have the inverse relationship between the temperature and mathematical skills. To establish a causal relationship the independent variable is manipulated. One should remember that cause precedes the effect. The cause will be the dependent variable which would be the mathematical skills test and the effect would be the independent variable. Temperature Mathematical Skills Tests Comfort of chair Comfort of table Color of the room Independent Variable Dependent Variable Intervening variable Figure 1: Theoretical Framework 3. Intervening Variable: Intervening variable is also known as anticipating, moderating variable. Intervening Variables are those that risk the relationship between independent and dependent variables. Intervening variable is one that surfaces between the time the independent variable starts operating to influence the dependent variable and the time their impact is felt itself on it. In our experiment the intervening variable is the comfort level of the chairs if they are hard to sit on resulting in the dependent variable (mathematical skills test) scores affected, the desks on which the students took their test can be unstable allowing the students to get frustrated and disturbed during their test. Furthermore, the colour of the carpet and walls can make some student annoyed thus resulting in bad test scores. There can be many intervening variables. Hypothesis: Null: is a proposition that states a definitive exact relationship between two variables. Ho: p=0 No effect of temperature on mathematical skill test. Alternative: an educated conjecture that sets the parameters that one expects to find. HA: pà ¢Ã¢â‚¬ °Ã‚   0 Temperature does have an effect on the students mathematical skills test. Methodology Participants: We selected students from our college who were range between ages 18-30. Our sample size was 100 undergraduates and graduates; randomly chosen above average, average and under average students in math courses. Apparatus: The equipment which was important for carrying out the research was math skills questions, watch, room thermometer and a classroom. Procedure: In order to conduct our research we had set up a sample of 100 students to be divided between a control group comprising of 35 students and two experimental groups. Experimental group A Experimental group B The remaining 30 students were the part of the abovementioned experimental groups. A list of our college student was taken so that we can randomly choose students. Experimental group A was the group which took the math test in a room with temperature falling between the range of 18-28 ° C and we observed on the thermometer 25 ° C temperature while conducting the test. Further experimental group B was one in which same students of group A took the test but this time between a temperatures ranges of 30-40C. We observed on the thermometer 37C temperature while conducting the test. On 17th July Saturday we invited 15 people in Room A1 and administer the cold test. It took us almost 20 minutes to create the cold environment. Air conditioners were turned on beforehand. Duration of the tests was for 20 minutes. On the 24 July we take the remaining 15 students for Experimental group A (cold test) were asked to take the test. This way we completed giving 50 students test in one temperature condition. On 18th July Sunday, we conducted second part of our experiment. We gathered 15 same students from Cold test. We had taken down all their names and requested them to become part of our experiment for a second time. Experimental Group B was given the math test in Room A1 with a temperature range of 30-40 ° C and we observed a temperature of 37 ° C during the experiment. On 25 July we take 15 remaining students took the math test in Room A1. The Control group was given the test on 19th July which was Monday we take a sample of 35 students in A1 and on 26 July Monday i n room A1 with a sample of 35 students, showing 30 ° C on the thermometer. Reliability The reliability of the instruments was ensured through test-retest method. We again took 35 students of the same control sample we took before and another 35 students who already sat for the experiment (which were of the experimental Group A and B). Validity The content validity was ensured since all the questions of math were taken from the SAT book Result The data is collected using the questionnaires that were filled in by the participants. The control questionnaire was given out to be filled and the results were tabulated and arranged in ascending order, the total marks were out of 10. The same procedure was done for the hot and cold questionnaire and the total marks were the same. Then the correlation was found which came out to be 0.981, hence this shows that there is a relationship between temperature and students mathematical skills. We also computed the result on excel to tabulate the ANOVA Table. As per the above table is shows that the mean of Control group was 5.96 while the cold was 9.2 and hot group had a mean of 5.24. Therefore, since the F statistic is greater than the critical value, we accept the alternative hypothesis. The result shows that temperature it does affect students hence for good performance of students one should keep room temperatures preferable to cooler temperatures in summers. Table 4: Marks obtained in Control Test As per the above graph the control group had a temperature of 30  ° C hence the obtained mark of respondents are shown. Table 5: Marks Obtained in Hot Test The experimental group (hot) had a temperature range of 30-40  ° C. When we conducted the experiment the temperature on the thermometer shown was 35 ° C hence the obtained marks of respondents are shown on the graph. Table 6: Marks Obtained in Cold Test The experimental group (cold) had a temperature range of 18-28 ° C. When we conducted the experiment the temperature on the thermometer shown was 25 ° C hence the obtained marks of respondents are shown on the graph. Table 6: Comparison of marks obtained in all three tests Results of our research have shown us that students performed better in the cold comparative to the warm temperature as shown in the above line graph the Green line which represents cold was on a higher peak than hot and normal temperatures. Discussion We have concluded that we have agreed to our alternative hypothesis. Because that unfavourable temperatures have effected on our mathematical skills. According to the results of our research one can confidently say that there are a lot of drawbacks when the temperature is not according to ones choice. In our case we are talking about the high temperatures which did not allow students to perform well in their tests. We support our research based on the previous researches made on the fact that because of high temperature raises one does get effected health in the thinking capability, reading skills, physical skills (exercise) all of these factors and many more can result into negative effects to the body. We propose that ICBS should keep a temperature range of 18 to 28 ° C in the summer so as the students academic performance doesnt fall short.

Dr. Mengele Essay -- essays research papers

The life story of Josef Mengele is one that is filled many twists and turns that play out like a suspense story with an ending that does not seem to fit what one would expect. The authors of the book Mengele: The Complete Story, Gerald L. Posner and John Ware, wrote this book largely with information taken from diaries and letters of Mengele’s, and interviews with those who knew him. It is a look into the life and times of a man whose nickname was “The Angel of Death.'; Josef’s life and post-mortem fate could be divided into three different chapters. His pre-war life and life during World War II was one of privilege and freedom to satisfy his perverse desire to perform bizarre and mostly useless medical experiments on unwilling participants in Nazi death camps. His post-war life consisted of being constantly on the run; a lonely and depressed fugitive wanted by countries worldwide for the atrocities he committed against Jews, Poles, Gypsies, and others during World War II. His lonely death by drowning, in Brazil, and humiliating post-mortem fate suited the man well. Although this report might seem to follow a chronological order, it is not simply a telling of a life story. It is a look into who Josef Mengele was, and how he changed over the years. The authors underlying main theme, throughout the book, seemed to be to show that Josef Mengele was not who his infamous legend would dictate. It is true that he was a cold and ruthless killer who murdered thousands of innocent people. He earned the nickname “The Angel of Death'; for the way he would remain calm and composed while performing such torturous an act as a live dissection of a human being. He had a sick fascination with twins. He believed that twins held the secret to discovering how to perfect a master race. The following is a description by Vera Alexander, a witness of Mengele’s horrors, of a common experiment Mengele would perform on twins: “One day SS men came and took two children away. They were two of my pets, Tito and Nino. One of them was a hunchback. Two or three days later, an SS man brought them back in a terrible state. They had been cut. The hunchback was sewn to the other child, back to back, their wrists back to back too. There was a terrible smell of gangrene. The cuts were dirty and the children cried every night.';(P.37 par... ...t, he regretted not working harder to exterminate more people than he had. Mengele was presented as who he was. This makes it seem as though there is an unfair amount of negativity presented about him. Other than a few occasions where he showed compassion, such as with his son and cleaning lady, he really did not have many redeeming qualities. Mengele personified hatred, arrogance, and cruelty. Trying to keep a balance between the positive and negative of the man would have been impossible. At the end of his life, Mengele was still the same man he always was. He had been humbled by his life of simplicity, yet the arrogance and bitterness he showed as a young SS doctor were still present. Although Mengele evaded capture and was never brought to trial, it does not mean he was never punished. If Mengele had been put to death, his life would have been over, without any further suffering. Mengele lived, and his life of loneliness, isolation, and alienation from his family and the ones he loved was much more painful than had he been put out of his misery years earlier. With his life a waste, all his aspirations dead, and his spirit weakened, Mengele’s life was his punishment.

Maya Angelou-“Still I rise”, Benjamin Zephaniah- “Miss World” and Grace Nichols-“Sugar Cane” Essay

By a close analysis of language, show how the poets convey their cultural heritage and experiences through their poems. This essay will compare the cultural backgrounds and the style of language these three black poets use to describe their experiences. They are: Maya Angelou-â€Å"Still I rise†, Benjamin Zephaniah- â€Å"Miss World† and Grace Nichols-â€Å"Sugar Cane† through their poems. These three poems were written by black poets. They all have a theme of standing up for yourself, fighting for your rights and being strong and overcoming pain and suffering. â€Å"Sugar Cane† is a poem about the life of a sugar cane that is grown and harvested. The poet personifies the sugar cane so the reader can associate more with the sugar cane, and there is a compelling desire for the reader to want to read the poem. â€Å"Miss World† is about a girl who is beautiful inside and does not want to be judged like an object in a show. The poem is written like a rap and so is inviting to younger people. This poem teaches that appearances are not important. â€Å"Still I Rise† is about a woman talking about all the hardships her ancestors had to endure and how she will prevail whatever is thrown at her. This poem is about standing tall and strong and not letting anyone put you down. In â€Å"Sugar Cane†, the poet uses very descriptive language that helps the reader visualise the sugar cane. For example, â€Å"indifferent hard and sheathed in blades†. These blades are the sharp leaves of the sugar cane. This image is of a strong object, capable of defending itself. The blades are a symbol of the black slaves, able to fight back against people, wanting to destroy them. The poet also uses language in a West Indian dialect, â€Å"he isn’t what he seem† and â€Å"he shiver like ague when it rain†. The poet uses personification to help the reader visualise the sugar cane as a thin g that matters, like a person. Later on in the poem, the poet uses, â€Å"he comes to learn the truth about himself, the crimes committed in his name†. This refers to the fact that the slaves were used to farm the sugar cane for â€Å"the white man† and died from over work, exhaustion and starvation. In â€Å"Miss World† the poet also uses words that rhyme if the reader is reading in a West Indian accent, â€Å"best for self-defence† â€Å"cause no grievance†. Ordinarily these would not rhyme, so the reader would know at once by reading this or â€Å"de† (the) or â€Å"day†(they) that this poem is written in a dialect. In â€Å"Still I Rise† the poet always speaks in correct English and shows that she is well educated and is articulate. She uses phrases like â€Å"Leaving behind nights of terror and fear, into a daybreak that’s wondrously clear†. Sugar Cane is grown in many countries where black people live, and so most of them work to harvest t he sugar cane. Sugar Cane grows through life and becomes old, â€Å"His colour is the aura of jaundice when he ripe†. This could mean that the black slaves are unhealthy as a product of mistreatment. After sugar cane is possibly ageing, he then dies when â€Å"the hurricane strike smashing him to pieces† whether it is the hurricane killing him, or the farmers harvesting with machetes, â€Å"either way he can’t survive†. In some countries, sugar cane is the only source of income. The Poet uses the sugar cane as a metaphor for black people trying to be strong and fight back against racism and to show that they are tough on the outside but sweet on the inside like the sugar cane. This is similar to â€Å"Miss World† where the theme of the poem is not to judge people by their looks, † You cannot judge my sister’s heart by looking†¦just by looking†¦just by looking at her breast†. The sister is described as being â€Å"beautiful† because she has a personality and is not superficial like the people who judge others, â€Å"just by looking†. Even though she is beautiful, she would rather fight for her rights then be treated like a slave or an object. In â€Å"Sugar Cane† when black people were slaves, they’re lives were full of suffering and misery; the poet shows this as a metaphor for the sugar cane growing through the earth, â€Å"Slowly painfully sugar cane pushes his knotted joints upwards from the earth slowly painfully he comes to learn the truth about himself, the crimes committed in his name â€Å". Similarly, in â€Å"Miss World† the poet conveys the sister’s hard life by saying that she is beautiful but â€Å"Her legs are firm and sharp best for self-defence†, showing that she has to defend herself. In â€Å"Still I Rise†, the poet describes a painful life, â€Å"out of the huts of history’s shame, I rise, up from a past that’s rooted in pain, I rise† this refers to the extreme pain and suffering this race went through. The poet talks about how she will overcome everything that is thrown at her and she will prevail. â€Å"You may shoot me with your words, you may cut me with your eyes, you may kill me with your hatefulness, but still like air, I’ll rise† The poet mentions power over the sugar cane, suggesting the slavery of the black race, â€Å"it is us who weed him in the earth in the first place† â€Å"we feel the need to strangle the life out of him†. These lines show that the farmers have power over whether sugar cane lives or dies. Similarly, the farmers have power over whether their slaves live or die. In â€Å"Miss World† the poet mentions slavery and that his sister does not want to be viewed like a slave at a slave market and give the judges power over her life, â€Å"day judge your lifetime by a quick interview†. In â€Å"Still I Rise†, the poet suggests that she is powerful, â€Å"welling and swelling I bear in the tide† There are also sexual references such as, in â€Å"Sugar Cane†, â€Å"smoothing stroking caressing al l his length shamelessly†. In â€Å"Miss World†, the poet writes that â€Å"her legs are firm and sharp† â€Å"she won’t walk the platform to upsex people’s lust†. In â€Å"Still I Rise†, the poet adds â€Å"I dance like I’ve got diamonds at the meeting of my thighs†. These sexually descriptive comments imply the stereotype of the black race as being very sexually active. These stereotypes include black men being virile and black people having a natural sense of rhythm. â€Å"Sugar Cane† is written in blank verse but has a very strong rhythm, â€Å"Slowly painfully sugar cane pushes his knotted joints upwards from the earth slowly painfully he comes to learn the truth about himself, the crimes committed in his name â€Å". The stanzas are in columns to look like a field of sugar cane. There is some repetition near the end with â€Å"slowly painfully†. This is probably used to emphasize the suffering of the black people. In â€Å"Miss World† the poem has a regular rhyme scheme. In other places the poem does not rhyme at all so this poem has an inconsistent rhyme scheme. There is an inconsistent stanza length throughout and there is one line that is long and sharp like a knife, which could be two short lines. â€Å"She could be out of sight but she would rather stay and fight†. This is a powerful line that stands out from the rest of the poem. There is some repetition on the last line, â€Å"by looking†¦just by looking†¦just by looking at her breast†. This is here to make the reader remember that it is what is inside that counts overall, not the outside. In â€Å"Still I Rise† each stanza is four lines long with a rhyme scheme where the second and fourth lines rhyme. This is consistent until the last two stanzas, where there is a line then â€Å"I Rise† then another line that rhymes with it, then two lines that rhyme. In the last stanza, it repeats â€Å"I Rise† at the end. This is here so it is a beacon of hope. Conclusion All these poems show the fact that black people suffered at the hands of other human beings and still do, just because the colour of their skin. These poems also show the fact that you do not have to let them take control of you or have power over you. You just have to remember†¦

My Idea of a Scientist - 748 Words

The purpose of this paper is to show what my idea is of a scientist. It will show how I envision a scientist and what it is I imagine a scientist does. I will also discuss how they are portrayed in fictional media and how society views scientist in the media. When I hear the word scientist, the first person that comes to mind is Albert Einstein, Dr. Benton Quest from Johnny Quest, and Dexter from Dexters Laboratory. I envision an older person with the crazy hair and bushy eyebrows. I see them in a long white lab coat trying different experiments. A scientist is very inquisitive. They have the need to explore a problem and design experiments. They are typically very persistent and they are creative. When trying to figure out a problem they have to use their imagination and think outside of the box. In order for them to be able to do this the main characteristic that they have to have is smarts. Scientist are typically known to be genius. 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