TITLE: The Effect Of Jumping On A Horse Rider's Heart Rate
STUDENT RESEARCHER: Melissa Marechal
SCHOOL ADDRESS: Lycee Jean Auguste Margueritte
Place Galland 55100 VERDUN
France
GRADE: 11
TEACHER: Miss Guerin Valerie
1) STATEMENT OF PURPOSE AND HYPOTHESIS
The heart can speed up and slow down its pumping action depending on the needs of the body. It's easy to count the pumping or pulse. You just have to feel the heartbeat at one of the pulse points around your body: the neck, the crook of the arm, the back of the knee, the front of the ankle, and the wrist. The pulse is where the arteries throb as waves of blood are pumped through different parts of our body.
I would like to find out if a horse rider's heart rate is changed before jumping and after jumping. My hypothesis is that greater amounts of activity will increase the heart rate.
2) METHODOLOGY
With the help of some of my riders' friends, I checked the accuracy of my hypothesis by placing two fingers lightly along the side of their neck, near from their throat to count the beats of their pulse for 15 seconds. I repeated the experiment 3 times on each rider before they jumped and after they jumped.
EQUIPMENT
-a stopwatch.
-horses and their riders.
-a place where riders can jump.
3) ANALYSIS OF DATA:
DATA OF EACH EXPERIMENT FOR 20 RIDERS
|
Rider |
Heart Rate Prior To Jump |
Heart Rate Just Before Jump |
Heart Rate Just After Jump |
| 1 |
19 |
20 |
26 |
| 2 |
20 |
23 |
27 |
| 3 |
19 |
22 |
27 |
| 4 |
20 |
22 |
26 |
| 5 |
20 |
23 |
26 |
| 6 |
18 |
21 |
25 |
| 7 |
19 |
20 |
24 |
| 8 |
20 |
23 |
26 |
| 9 |
19 |
22 |
27 |
| 10 |
19 |
21 |
25 |
| 11 |
18 |
20 |
24 |
| 12 |
18 |
20 |
25 |
| 13 |
19 |
21 |
26 |
| 14 |
17 |
21 |
23 |
| 15 |
19 |
20 |
24 |
| 16 |
17 |
18 |
24 |
| 17 |
18 |
22 |
26 |
| 18 |
17 |
20 |
27 |
| 19 |
18 |
19 |
24 |
| 20 |
19 |
20 |
26 |
| Average |
18.65 |
20.9 |
25.4 |
My data show that the heart beats much faster immediately after jumping and also just before jumping.
4) SUMMARY AND CONCLUSION:
The heart speeds up its pumping because the body requires more oxygen during physical activity. Further more, we saw that the pulse also sped up just before jumping because of the fact that the rider was anxious.
5) APPLICATION:
So, riders should try to calm down before jumping. It would help them to concentrate. This advice is suitable for all sports persons, whatever their sport is.
TITLE: The Effect of B12 Vitamin On Mice's Metabolism
STUDENT RESEARCHERS: Vanessa Neau and Gaelle Metayer
SCHOOL ADDRESS: Lycee Notre Dame
Rue Principale
49310 La Salle de Vihiers
France
GRADE: Lower 6th Form
TEACHER: T. Richard
I. Statement of Purpose and Hypothesis
We have studied the effects of the B12 vitamin on mice's metabolism. We have supposed that a mouse which has absorbed some B12 vitamin has got a respiratory intensity more important than a mouse which hasn't absorbed any B12 vitamin.
II. Methodology
In order to assess the metabolisms of the two mice which have absorbed some B12 vitamin and the metabolism of a mouse which hasn't taken any B12 Vitamin, we have given some B12 vitamin to the 2 first mice with their usual food. The third mouse hasn't take any B12 vitamin, so as to be used as a control mouse. Then we have measured the respiratory intensity of the three mice. We have put the mice in an airtight box for three minutes with a probe used to measure the quantity of dioxygen.
III. Analysis of Data
Our data indicate that the respiratory intensity of the two mice doped with B12 vitamin is over three times higher than the respiratory intensity of the control mouse.
IV. Summary and Conclusion
Having studied the effect of B12 vitamin on mice's metabolism, we have noticed that the mice which have absorbed some B12 vitamin have a respiratory intensity higher than the respiratory intensity of the control mouse. So we can deduce that the B12 vitamin has got some effect on the mice's metabolism. Indeed the B12 vitamin increases respiratory intensity.
V. Application
These experiments have enabled us to notice that the B12 vitamin has got an influence on mice. So we can assume that it has an influence on people.
TITLE: Effect Of The B12 Vitamin On Mice's Muscular Activity
STUDENT RESEARCHERS: Emilie BAUMARD, Adeline HUMEAU, and Melanie PERIDY
SCHOOL ADDRESS: Lycee Notre Dame
Rue Principale
49310 La Salle de Vihiers
France
GRADE: Lower 6th Form
TEACHER: T. Richard
I. Statement of Purpose and Hypothesis
Mice food is essentially composed of vegetables. So, they can't absorb any B12 vitamin which comes from food of animal origin. We can suppose that a mouse, who has absorbed some B12 vitamin, has got a muscular activity higher than a non-vitamined one.
II. Methodology
We will have 3 mice with nearly similar morphologies, coming from the same family, put in the same cage and fed in the same way. Then 2 of them will be made to absorb 1 mg of B12 vitamin by dilution.
So, we will need 1 mortar for crushing the B12 tablet, 1 pipette, 1 magnetic agitator, and 1 chronometer to measure the duration of the physical effort carried out.
III. Analysis of Data
Have a look at the board summing up the time in seconds when mice have exercised over a 2-minute period:
| Mice |
Exercising Time (Sec.) |
| Control Mouse |
21.02 |
| "Chipie" |
21.16 |
| "Choupette" |
24.96 |
First, we can notice that one of the 2 vitamined mice have really run more than the non-vitamined mouse (21.02 sec. and 21.16 sec. opposed to 24.96 sec.). Consequently, we may say that the B12 vitamin influences the vivacity and dynamism of mice.
IV. Summary and Conclusion
Thus, the B12 vitamin influences the vivacity and dynamism of mice. These results confirm our hypothesis which stated that the vitamined mice have a muscular activity higher than a non-vitamined one.
V. Application
These results can be used to compare with other animals which may react in the same way as these mice when they absorb any B12 vitamin.
TITLE: The Effect Of Vitamin C On Gerbils
STUDENT RESEARCHERS: Edith Bouet, Thomas Alusse, Laehha Naud, and Lawrence Monnier
SCHOOL ADDRESS: Lycee Notre Dame
Rue Principale
49310 La Salle de Vihiers
France
GRADE: Lower 6th Form
TEACHER: T. Richard
I. Statement of Purpose and Hypothesis
We know the C-vitamin increases human physical activity. We wonder how it acts on gerbils. Our hypothesis is that the C-vitamin does increase their activity.
II. Methodology
To test our hypothesis, we carried out a double protocol:
First, we took a control gerbil which hadn't taken any C-vitamin and another one which had taken C-vitamin a quarter of an hour before we made the experiment. After that, we measured their physical activity for two minutes inside a labyrinth ( walking, running, grooming ... ).
Second, we took a control gerbil without C-vitamin, three days before we carried out the experiment. We made this second experiment in the same way as the first one.
For the second protocol, we reversed every other week the control gerbil and the gerbil under the effect of the C-vitamin in order to check that one wasn't naturally stronger than the other one.
III. Analysis of Data
First, the control gerbil was active for 44.16 seconds and it covered 25 zones while the gerbil under the effect of the C-vitamin was active for 41.95 seconds and covered 21 zones. The C-vitamin had little effect in a quarter of an hour.
Second, the control gerbil was active for one minute and one second and covered 30 zones. The gerbil under the effect of the C-vitamin was active for one minute and 9 seconds and covered 34 zones. So we can say that the C-vitamin acts on gerbils when taken several days before.
IV. Summary and Conclusion
So the C-vitamin is effective when it is absorbed for a long duration. However gerbils can be naturally strong. Moreover, we assume that the vitamin quantity absorbed wasn't sufficient. That's why the C-vitamin hasn't any effect on a little duration, but the C-vitamin acts on the gerbil when it is taken several days before.
V. Application
Thus, if we want the C-vitamin to have an effect on man, it must be taken for a long duration. But one must ask a doctor to know about the duration of treatment which must be undergone.
TITLE: Does Loud Music Affect The Way Students Learn Their Lessons?
STUDENT RESEARCHER: Solene Platel
SCHOOL ADDRESS: Lycee Margueritte
Place Galland
5510O VERDUM FRANCE
GRADE: 11
TEACHER: Miss Valerie Guerin
I. Statement of Purpose and Hypothesis
Noise can be irritating, even harmful. Heavy traffic at a cross-roads, an aeroplane taking off, even certain kinds of pop music can hurt the ears and give you a headache. I tried to find out if loud music could also affect the way students learn their lessons.
II. Methodology
To investigate the effect of environmental noise on memory, I devised a simple test and I tried it on all the pupils in my class (19 members). To study the effect of noise on memory, I asked my friends to learn a list of words (A) silently and another list (B) in a noisy atmosphere. After that, I questioned them to see how many words they had memorized in each case.
Equipment:
personal stereos and music
a chronometer
2 lists of 10 words each
The experiment, carried out on the 19 students of my class, consisted of:
1. Installing the tested student at a table with a personal stereo on his/her ears.
2. Giving him/her the words of list A, asking him/her to memorize all of them if possible (silent atmosphere).
3. Writing down the number of words memorized 30 seconds later.
4. Switching on the personal stereo, setting the volume on (loud) and repeating the previous steps with the words of list B.
5. 30 seconds later, switching off the personal stereo and writing down the number of words that the student has memorized.
My independent variable is the sound environment. My dependent variable is the number of words memorized. My constants are:
1. The number (10) and the difficulty of the words (current words) given in each list.
2. The duration of memorization (30 sec).
3. The type of music listened to (rock music), its volume (loud).
4. The time allowed for students to remember the words memorized (15 sec).
III. Analysis of Data
NUMBER OF WORDS MEMORIZED
| Name of Students |
Stereo Off |
Stereo On |
| Romain | 10 | 4 |
| Celia | 8 | 2 |
| Dorothee | 9 | 7 |
| Melanie | 7 | 2 |
| Geoffroy | 8 | 5 |
| Cindy | 10 | 6 |
| Elodie | 6 | 5 |
| Armelle | 9 | 4 |
| Marjorie | 6 | 5 |
| Cecile | 9 | 6 |
| Claire | 8 | 5 |
| Camille | 7 | 6 |
| Amelie | 8 | 6 |
| Frederick | 6 | 7 |
| Laurent | 10 | 6 |
| Mathieu | 10 | 8 |
| Benjamin | 4 | 6 |
| Audrey | 9 | 7 |
| Fanny | 8 | 9 |
| Average | 8 | 5.6 |
My experiment shows that without listening to music, the students managed to memorize an average of 8 words. With music on, it became particularly more difficult since they just managed to memorize an average of about 5.6 words.
IV. Summary and Conclusion
The results clearly show that loud music affects the capacity of memorization.
V. Application
I think it would be useful to design a little leaflet for students who use personal stereo devices. This leaflet could explain to them that very loud sounds may affect their memory and sometimes cause vibrations which are so important that they forever damage their eardrums.
TITLE: What's Your Type Of Memory?
STUDENT RESEARCHER: Melanie PRIVE
SCHOOL ADDRESS: Lycee Jean-Auguste MARGUERITTE
13 Place Galland
55100 VERDUN
FRANCE
GRADE: 11
TEACHER: GUERIN Valerie
I. Statement of Purpose and Hypothesis
As the exams are nearing, a lot of pupils wonder whether they should start revising their lessons by reading them or listening to a recording of them. I think that most of them remember their lessons better when they read them.
II. Methodology.
To check my hypothesis, I tried to find out if my school friends were able to remember a list of words when I read them in a loud voice (Hearing Memory) or when they read them themselves (Visual Memory).
Equipment:
Two lists of words (List 1 and List 2).
Variables:
Independent variable - the method of learning.
Dependent variable - the number of remembered words.
Constants:
- the amount (10) and the difficulty of the proposed words in each text.
- the number of listening and reading periods for each list (5 times).
- the time allowed to remember the words (20 seconds).
My experiment, carried out with 33 pupils, was made up of the stages below:
- A loud and a clear uninterrupted reading of List 1 to the pupil lasting 30 seconds (about 5 readings of the list)'
- Making a note of the remembered words.
- Distribution of List 2 with 30 seconds allowed to the pupil to read it.
- Making a note of the remembered words.
III. Analysis of Data
After having completed my experiment, I collected the results in a table and I made a bar graph.
NUMBER OF PUPILS FOR WHOM.....
.....A >> B 4
.....A > B 10
.....A = B 7
.....A < B 10
.....A << B 2
A: Number of remembered words in List 1.
B: Number of remembered words in List 2.
>>: More than 2 words of difference.
The data also show that about 12% of my school friends have a very good hearing memory, about 30% of them have quite a good hearing memory, about 21 % remembered as many words from List 1 as from List 2, about 30% of the pupils have a good visual memory, and only 6% have a very good visual memory
IV. Summary and Conclusion.
This experiment showed that most of my school friends have as much hearing memory as visual memory, which invalidates my hypothesis.
V. Application.
This type of experiment is only testing short-term memory (useful for last-minute revisions!). I think that it would be interesting to complement it by additional research about long-term memory, which is the most required for exams.
TITLE: The Writing Speed Of Right-handed And Left-handed People
STUDENT RESEARCHER: Dorothee PARE
SCHOOL ADDRESS: Lycee Jean-Auguste MARGUERITTE
13 Place Galland
55100 VERDUN
FRANCE
GRADE: 11
TEACHER: GUERIN Valerie
I. Statement of Purpose and Hypothesis
A widespread idea states that left-handed people are unskillful clumsy and awkward, whereas right-handed people are more dexterous and clever. According to this belief, people think that left-handed people are slower than right-handed people when they are writing.
I would like to find out whether my right-handed friends write faster than my left handed friends. My hypothesis states that there is no real difference between the writing speed of right-handed and left-handed people.
II. Methodology
Equipment-
· a stopwatch
· an unseen document in English (17 lines)
· as many right-handed friends as left-handed friends
Procedure:
1) 1 began by handing out a sheet of paper with the text printed on it to my friends (the printed side was face down on the desk).
2) When they were ready, I pressed the stopwatch on and I said 'Go' ! Then my friends all turned over their sheets at the same time and they started recopying the text.
3) The writers copied out the text as fast as possible.
4) As soon as they had finished, they said 'Stop' ! They put up their hands and I noted their performances on a chart. The writers had to write fast, but legibly.
Parts of the experiment-
· Independent variable: the writing hand (right hand or left hand)
· Dependent variable: the writing speed
· Constants: the text, the writing material (pen and paper), the working conditions (sitting at a desk, in silence)
III. Analysis of Data
Copy Speed Of StudentS (In Minutes ' and Seconds ")
| LEFT- HANDED | RIGHT- HANDED | ||
| Sophie MANGIN | 5' 59" | Dorothee PARE | 6' 35' |
| Celine BLANC | 6' 24" | Sarah DELANDRE | 5' 37" |
| Celine DUBAUX | 6' 50" | Katia BOULANGER | 6' 02" |
| Ophelie PISKORSKI | 5' 50" | Jeannine PARE | 7' 34" |
| Claire TRUPCEVIC | 6' 03" | Claire MOUROT | 6' 11" |
Stephanie GROSS |
6' 14" | Claire CHENON | 6' 42" |
| Jean-Pierre LANEQUE | 8' 13" | Fannie GRANDRIERRE | 5' 47" |
| Florence MERCIER | 6' 10" | Melanie PRIVE | 6' 18" |
| Liz ELLIOTT | 7' 05" | Dominique PARE | 8' 01" |
| Estelle DIEUDONNE | 6' 30" | Laure THIEBAUX | 6' 46" |
| Julie KUTSCHRUITER | 6' 10" | Aline WEISS | 4' 45" |
Guillaume SCHNEIDER |
7' 09" | Valerie LECLERC | 6' 39" |
| Mylene PEZEL | 5' 47" | Celine FOIN | 6' 30" |
| Berangere BARON | 6' 05" | Lucille SCHOCH | 6' 05" |
| Claire PICQUOIN | 7' 25" | Valerie GUERIN | 6' 07" |
| Virginie ROGIREL | 8' 30" | Alice LEGRAND | 6' 41" |
| Geoffroy BINENDIJK | 7' 34" | Romain GUIDERT | 5' 18" |
| Geoffrey DYRDA | 6' 42" | Jacques PICARD | 10' 02" |
| Romain NOEL | 7' 01" | Michelle PICARD | 9' 56" |
| Edouard BOULANGER | 6' 58" | Claudine LANEQUE | 9' 56" |
| Benjamin RONDEAU | 5' 48" | Mathieu PANORYIA | 10' 14" |
I tested 21 left-handed people and 21 right-handed people. My data show that:
1. only one right-handed writer copied out the text in less than five minutes
2. two thirds (14 writers) of my left-handed and right-handed friends spent between 5 and 7 minutes recopying the same document. They all write at the same speed.
3. one third (7 writers) of my left-handed friends spent between 7 and 9 minutes, whereas just 2 of my right-handed friends spent this same time recopying it.
4. four right-handed people wrote the text in more than 9 minutes and 0 left-handed people
IV. Summary and Conclusion
As soon as I have collected all my data, I analyzed them. Then I realized that the graph was almost homogeneous for right-handed and left-handed people.
According to my results, I can affirm that left-handed people write as fast as right-handed people. The performances of the writers prove my hypothesis which stated that there's no real difference between the writing speed of right-handed and left-handed people. So I accept my hypothesis
V. Application
Finally, it's unnecessary to prevent left-handed people from using their left hand. Left-handedness is not a fault since left-handed people can write as fast as right-handed people in accordance with my data.
So my findings can help the parents of little left-handed children who think that left-handed people have more difficulties in school and who worry about them. They are not worse students than right-handed children. It's just a preconception! There's no reason to oblige them to use only their right hand. They can use their left hand to write.
But, another question stays in my mind : do left-handed people write as well as right-handed people? It's another idea of experiment for further research...
TITLE: Broken Bones Survey
STUDENT RESEARCHER: Laure LAMORLETTE
SCHOOL ADDRESS: Lycee Jean-Auguste MARGUERITTE
13 Place Galland
55100 VERDUN
FRANCE
GRADE: 11
TEACHER: GUERIN Valerie
I) Statement of purpose and hypothesis
I would like to find out which bone is most frequently broken in the human body. I suppose that itmust be a particularly breakable bone and exposed to shocks, for example ribs or wrist bones.
II) Methodology
To find the answer to my question, I carried out a sample survey on about a hundred pupils from my school, all in grade 11. They helped me by completing this survey:
"To help me to conduct my Biology Science Project, I would be grateful if you could complete this questionnaire."
1. Circle your age: 14 15 16 17 18 19
2. Circle your sex: M F
3, Have you ever broken a bone? Yes No
4. If so, state which one(s) and how many times each ?
III) Analysis of Data
Among the pupils polled, 47% declared they had already fractured one bone (1 boy 3 times and 2 girls 3 times). The bones most frequently broken are, in decreasing order, fingers (30%), the upper arm (27%), wrist (9%), and ankle (8%).
IV) Summary and Conclusion
These results do not confirm my hypothesis since it is finger bones that are most broken. As a matter of fact, phalanxes are particularly exposed in different sports a lot of pupils play in school, such as volley-ball or basket-ball, which explains a high frequency of fractures for this category of bone.
V) Application
I have been amazed to find, in the course of my survey, that very few pupils knew where the main bones were, whilst others thought they did and were often mistaken. A good idea would be to create a poster showing bones, telling pupils the function of bones and how useful they are. It could also explain how we can care for our bones by eating appropriate food as part of our diet.
TITLE: It's Better Having Two Eyes!
STUDENT RESEARCHER: Celia SEYWERT
SCHOOL ADDRESS: Lycee Jean-Auguste MARGUERITTE
13 Place Galland
55100 VERDUN
FRANCE
GRADE: 11
TEACHER: GUERIN Valerie
I. Statement of Purpose and Hypothesis:
I would like to know what is the advantage of having two eyes rather than only one (other than for esthetic reasons). In fact, I think that we could better estimate the distance which separates us from objects when we use both eyes.
II. Methodology:
To check my hypothesis, I tested the precision with which my friends scored basket ball goals using both eyes and with one eye covered.
-MATERIAL USED: basketball, basketball goal, headband to hide eyes
-PROCEDURE: During a basketball training session, I asked my friends to try to score goal successively with:
1) their two eyes opened
2) a headband hiding the right eye
3) a headband hiding the left eye
Everybody took three successive shoots each time (that is to say nine shootings all in all for each player).
In this series of experiments:
The independent variable was the hiding one of the two eyes.The dependent variable was the exactness of shooting (goal scored or not).The constants: distance separating the player from the goal (2.5 m), the type of ball used for everybody, the skill level of the players in basketball, approximately identical.
III. Analysis of Data:
My data show that most of my friends have better results when both their eyes are open. 92% succeed when they haven't a headband, only 37% succeed when they have their right eye hidden, and 55% succeed when they have their left eye hidden.
THE EFFECT OF HIDING AN EYE ON THE EXACTNESS OF THE SHOOTING
|
Eye Hidden or Not |
Goals: Trial 1 |
Goals: Trial 2 |
Goals: Trial 3 |
Average |
Performance (%) |
| Without Headband |
22 |
27 |
27 |
25 |
92% |
| Right Eye Hidden |
10 |
11 |
10 |
10 |
37% |
| Left Eye Hidden |
12 |
14 |
15 |
14 |
55% |
IV. Summary and Conclusion:
The results of my experiment were plain: most of my friends had a lot of difficulty adjusting their aim when they had an eye hidden (either the left eye or the right eye). I conclude that only the use of our two eyes lets us judge distances correctly.
V. Application:
I would like to expand my study by trying to determine if for a right-handed person (respectively left-handed) it is more constricting to have the right eye or the left eye hidden.
TITLE: How To Sow Seeds?
STUDENT RESEARCHER: Melinda Sor
SCHOOL ADDRESS: Lycee Prive Externat Notre-Dame
Grenoble, France
GRADE: 6 (French Grade 1)
TEACHER: Jean Peyrard
I. Statement of Purpose and Hypothesis:
I suppose that the density of sowing influences the germination of seeds and different flowers beds.
II. Methodology:
I have collected 10 cm pots, soil and sand, tomatoes, peas and radish seeds.
I made different sowings of seeds with different densities. I made a squaring in a mould and I planted a seed in each intersection. Then I covered them with compost and I watered them. I left them to germinate for four weeks in a tepid room.
III. Analysis of Data:
I calculated the density of sowing while dividing the number of sowed seeds by the surface used (in sq. dm). I achieved the following results:
| Seeds | Group | Density | % Issue | Results |
| tomato | 1 | 1, 2/dm2 | 50% | significant |
| tomato | 2 | 3, 3/dm2 | 50% | significant |
| tomato | 3 | 8/dm2 | 38% | significant |
| tomato | 4 | 20/dm2 | 62% | significant |
| peas | 1 | 3, 2/dm2 | 91% | non significant |
| peas | 2 | 4/dm2 | 100% | non significant |
| peas | 3 | 9/dm2 | 89% | non significant |
| peas | 4 | 40/dm2 | 100% | non significant |
| radish | 1 | 2, 6/dm2 | 100% | non significant |
| radish | 2 | 7/dm2 | 76% | non significant |
The rate of issue is the rate of seeds which have grown. I can see that some results are not significant: the divergence between densities are not sufficiently important.
IV. Summary and Conclusion:
In regard to the significant results, I can say that all the plants don't react in the same way. In tomatoes, a high density of seeds seems to increase the rate of germination.
V. Application:
It is important to know the ideal density of sowing for a plant in the agricultural practice to obtain the best produce.
TITLE: Dental Survey
STUDENT RESEARCHER: Romain HENRY
SCHOOL ADDRESS: Lycee Jean Auguste MARGUERITTE
13 Place Galland
55100 VERDUN
FRANCE
GRADE: 11
TEACHER: Miss Valerie GUERIN
I. Statement of Purpose and Hypothesis:
Very few of my friends have perfect teeth. I tried to know why some have good teeth and other not. My hypothesis was that dental health is related to their dental habits. To test my hypothesis, I asked them some questions concerning their dental hygiene.
II. Methodology:
To show the presence of plaque I used the red dye erythrosin. First, I asked each student to rub a little Vaseline on their lips to prevent them from being stained by the dye. Then I gave a disclosing tablet (containing erythrosin) to suck. After they washed out their mouth with water, I examined their teeth and estimated the surface of plaque (stained red areas).
My questionnaire gathered the following information:
1. Number of teeth with filings.
2. Number of extracted teeth.
3. Number of visits to the dentist last year.
4. Number of times you clean your teeth each day.
5. Average number of sweets you eat each day.
6. Number of times you changed your toothbrush since six months.
III. Analysis of Data:
THE INFLUENCE OF THE DENTAL HYGIENE ON THE TEETHING STATE
| No. of Stains | Q1 | Q2 | Q3 | Q4 | Q5 | Q6 |
| 12 | 7 | 17 | 4 | 0 | 5 | 0 |
| 15 | 3 | 0 | 5 | 1 | 2 | 0 |
| 13 | 5 | 8 | 10 | 16 | 4 | 13 |
| 0 | 4 | 1 | 6 | 12 | 11 | 6 |
| 0 | 6 | 3 | 0 | 1 | 8 | 2 |
| 0 | 2 | 1 | 2 | 0 | 0 | 1 |
| 0 | 3 | 0 | 3 | 0 | 0 | 3 |
IV. Summary and Conclusion:
Dental hygiene is important to prevent tooth decay. We can see that if people had a better dental hygiene they shouldn't have so many problems and they would have beautiful teeth. If you pay attention to your teeth, they will take care of your smile.
V. Application:
To improve their teeth, students should: reduce the number of sugary foods and sweet drinks, brush their teeth and gums regularly with a fluoride toothpaste, change their toothbrush as soon as the bristles become soft and bent, and visit the dentist regularly to have their teeth and gums checked