Pump up the Tunes7-1 Science By: Allie Worrall and Maddy Valladao

Statement of the Problem

How does different music effect test scores?

Project Overview

The seventh graders tested the fourth graders on how well they responded to different types of music in a test environment.

ResearchMusic helps alleviate mental depression, soothe

anxiety, and help fight mental blocksPeople who listen to music have higher GPA’s and

higher goals Japan, Netherland, and Hungary are the highest

academic-ranked countries because of their knowledge of music's power

Studies showed people who listened to Mozart before taking a test, scored sixty percent higher than people that didn’t listen

Another study showed that Mozart helps because of it’s mathematical rhythm

Variables

Independent- Different types of music (Mozart, “Firework”, Heavy Metal without vocals)

Dependent- Test scores (the number out of one hundred that is correct)

Constant- Same test, same grade level, same age, same song length, same amount of time to take the test, and same volume

Operational Definition- Test scores

Hypothesis

If somebody listens to Mozart (opposed to heavy metal, “Firework” By Katy Perry, or no music) while taking a test, then the test scores will increase because it is proved to benefit test scores.

Materials

       C.D. x4       Test (100 multiplication

problems) x180      Test Folders (to keep separated)

x2        Laptop x1       Stopwatch x1

Procedure1. Gather materials2. Make packets of tests3. Put numbers on test4. Separate 4th grade classes into four groups of at least five boys, five girls5. For test results, randomly pick 5 girls, 5 boys6. Take group 1 into a quiet room (control group)7. Pass out tests (three tests) 8. Give one minute to complete (tell when to start and stop)9. Take second test for 1 minute10. Take third test for 1 minute 11. Collect tests into 2 piles- girl and boy- pick first 5 tests of the girl pile and first 5 tests of the

boy pile12. Take group 2 into the same room (after the others leave) with the song “Firework” by: Katy

Perry playing on a loop.13. Repeat steps 5-1114. Take group three into the same room with heavy metal without vocals playing 15. Repeat steps 5-1116. Take group four into a with Mozart playing17. Repeat steps 5-1118. Grade tests19. Find average of the test scores out of all the groups20. Graph data 21. Conclude

Photographs

DataNo Music: Control Group

Subject # Test 1 Test 2 Test 3 Average5 29% 33% 36%  33%

4 28% 31% 26%  28%

13 26% 31% 26%  28%

1 24% 24% 28%  25%

10 28% 35% 33%  32%

6 26% 36% 35%  32%

7 26% 25% 21%  24%

12 12% 17% 22%  17%

2 26% 30% 32%  29%

3 21% 22% 24%  22%

Total 27%

Data“Firework” By: Katy Perry

Subject # Test 1 Test 2 Test 3 Average18 29% 27% 29% 28%

24 19% 23% 27% 23%

22 29% 27% 37% 31%

21 29% 26% 33% 29%

17 36% 40% 43% 40%

16 34% 32% 36% 34%

19 30% 34% 38% 34%

15 19% 17% 21% 19%

26 32% 36% 35% 34%

20 21% 26% 29% 25%

Total: 29.7%

Data Mozart

Subject# Test 1 Test 2 Test 3 Average31 25% 36% 31% 31%

42 23% 30% 24% 26%

36 23% 32% 24% 26%

38 37% 40% 32% 36%

39 18% 23% 28% 23%

28 31% 41% 30% 34%

29 5% 18% 17% 13%

35 28% 33% 25% 29%

37 30% 39% 36% 35%

32 20% 26% 23% 23%

Total: 27.6%

DataHeavy Metal Without Vocals

Subject# Test 1 Test 2 Test 3 Average

44 26% 31% 33% 30%

52 34% 43% 44% 40%

51 17% 25% 20% 21%

50 22% 26% 30% 26%

49 22% 41% 27% 30%

48 29% 40% 34% 34%

46 32% 36% 34% 34%

45 30% 32% 36% 33%

56 25% 30% 40% 32%

58 20% 23% 26% 23%

Total: 30.3%

Qualitative Observations

A lot of kids were:DancingSingingTalkingTapping Pencils

Quantitative ObservationsFive kids weren’t prepared and didn’t

bring pencilsAbout thirty of the students were

focused and concentrated

Conclusion

Contrary to what the hypothesis stated, the subjects who took the test while hearing “Heavy Metal” had the highest average percentage on the tests!

Possible Experimental Errors

The seventh graders experienced it was hard to keep all the different groups’ test organized into separate piles, which could have concluded in incorrect data.

They also experienced that the kids had a hard time not talking, which could have concluded in them giving each other the answers.

Applications and Recommendations

The seventh graders recommend being more organized if someone uses this science fair idea in the future. That someone may to have four folders to hold each groups’ tests.

Also, the seventh graders think it would have more effective if the fourth graders were given more time to complete the tests.

Works Cited

Campbell, Don. The Wisdom and Power of Music. Wheaton, IL: Quest Audio, 2006. CD. Howard, Pierce J. "Musical Training and Spatial Ability: The Mozart Effect." The Owner's Manual for the Brain:

Everyday Applications from Mind-brain Research. Third ed. Austin: Bard, 2006. 248-50. Print. Kutchka. "Does Listening to Music Increase Productivity." Kutchka.......making Probelms Go Away. 2008.

Web. 09 Jan. 2011. <http://www.kutchka.com/products/musicincreasesproductivity.htm>. Meg Rebholz, Katie Kean, Wiley Curran, Andrew Hagan. "How Music Affects Concentration and Work

Efficiency-Lab Packet." Hays Cummins' Home Page: Ecology, Marine Biology, Coral Reefs & Rainforests, Weather, Other Courses, Vita. 21 Oct. 2005. Web. 09 Jan. 2011. <http://jrscience.wcp.muohio.edu/nsfall05/LabpacketArticles/HowMusicaffectsConcentrat.html>.

Moore, Kimberly Seana. "Music and Productivity: 5 Ideas for Using Music To Boost Performance |  Psychology Today." Psychology Today: Health, Help, Happiness Find a Therapist. Psychology        Today, 4

May 2010. Web. 10 Jan. 2011. <http://www.psychologytoday.com/blog/your-musical-self/201005/music-and-productivity-5-ideas-using-music-boost-performance>.

 Ms.Nemeth. "How Does Music Effect Your Concentration?" Personal interview. 10 Jan. 2011. Oak, Manali. "Effects of Music on the Mind and Brain." Buzzle Web Portal: Intelligent Life on the Web. 2000-

2010. Web. 09 Jan. 2011. <http://www.buzzle.com/articles/effects-of-music-on-the-mind-and-brain.html>.