1The Effect of Meditation on Students Cognitive AbilitiesSophia Chen, Keshav Sota, and Meheresh Yeditha

Abstract:This experiment seeks to find whether there is a link between meditation and stress level. Stress is the biological response to a threatening environmental condition or stimulus, and can be harmful when experienced chronically. More than 80% of the population of the United States complains about feeling stress in some sort of way, and many have even tagged these numbers as a sign of a stress epidemic. One solution that many have proposed to the issue of stress is meditation, an Indian practice involving controlled breathing that is purported to bring peace to the mind. In order to explore the link between meditation and stress, the researchers had participants meditate across five sessions and measured for pulse and blood pressure, which are directly proportional to stress level, during three of the five sessions. Furthermore, the researchers measured concentration levels through the use of the ImPACT concussion testing software once before the first session and once after the fifth session. It was found that meditation does indeed lower heart rate and increases concentration levels, but does not have an effect on blood pressure. Since two of the three indicators utilized to measure stress level went down, it can be concluded that meditation has the potential to lower stress levels. Introduction:In the current era, high school students are finding themselves encompassed by increasing levels of stress. With the pressure of maintaining high academic standards, find time for social relations and even work at internships and jobs, students are experiencing stresses that have never been seen before. In fact, a study by NPR conducted with the Robert Wood Johnson Foundation and Harvard School of Public Health found that 40 percent of parents say their high-schooler is experiencing a lot of stress from school. A similar poll by the American Psychological Association found that Many teens also report feeling overwhelmed (31 percent) and depressed or sad (30 percent) as a result of stress. More than one-third of teens report fatigue or feeling tired (36 percent) and nearly one-quarter of teens (23 percent) report skipping a meal due to stress. Although not all stress is bad, chronic stress carries both physical and mental risks, caused by:work, family, loss of a job, divorce, illness or other daily responsibilities. However, a study by the Mayo Clinic (2013) have found that the body hasphysiological implications to each stimulus and has side effects on the body. Some examples include: headaches, muscle tension, chest pain, fatigue, sleep problems, anxiety, depression, overeating and drug abuse.Currently, doctors prescribe antidepressants to reduce stress levels amongst teenagers. However, a problem associated with the use of antidepressants is the concept of over prescription of it as a solution to coping with the stress. A study by the Department of Neuroscience at Uppsala University reported that antidepressant prescribing increased steadily. The antidepressants were not effective as alcohol consumption and job loss rates increase instead. Furthermore, there was no statistical correlation found between decreased suicide rates and antidepressants.Furthermore, a study from Mayo Clinic (2013) have found that there are several negative physiological and psychological implications of using antidepressants. Common prescribed antidepressants, such as Prozac, Vivactil, and Trofanil are known to cause physiological and mental side effects. Physical symptoms include: muscle pain, upset stomach, nausea, diarrhea, reduced blood clotting, and possibility of developing serotonin syndrome. Mental symptoms include: lack of sex drive and delayed ejaculation, Furthermore, studies have been revealed that use of antidepressants can lead to suicidal thoughts amongst early users.Meditation is an ancient self-healing technique, which connects the mind and the body. A study at the Mayo Clinic (2013) found meditation include reduces stress, promotes relaxation and increases personal well-being. The process of meditation slows down the heart rate, decreases blood pressure and increases alpha brain waves, which relaxes the body and brings it into a beta state; a wakeful rest state. Meditation leads the mind and body to a unique state of restful alertness improves many areas of life as it eliminates stored stress (Natural Stress Relief).The first stage of meditation is to stop distractions and make the mind clearer and more lucid. This can be accomplished by practicing a simple breathing meditation. In it, participants sit with their eyes partially closed and turn their attention to breathing. They breathe naturally, preferably through the nostrils, without attempting to control their breath, and try to become aware of the sensation of the breath as it enters and leaves the nostrils. The practice of meditation is generally viewed as salubrious, and thus has been the object of many scientific inquiries aimed to ascertain the benefits of meditating.

Objectives of the Study and Connections:The goal of this experiment is to establish a quantitative and experimental connection between the practice of meditation, and concentration and stress levels in young, high-pressure high school adults. Additionally, the impact of meditation will also be tested by checking health and well-being indicators such as blood pressure and pulse. The researchers chose to measure the impact of meditation through these indicators because concentration, memory, and blood pressure are proven to be directly correlated with concentration ability (Ireland, 2014). If the research indicates that overall stress levels go down as demonstrated by the indicators listed, then meditation can be recommended as a way to reduce stress and strive toward greater health. These goals connect directly to the conclusion of the aforementioned study, which dealt with memory and high-level stress indicators.(Corliss 2013). One major study that delved into the physiological effects of meditation is named Effect of Meditation on Stress-Induced Changes in Cognitive Functions (Rohan, Sharma, & Bijlani, 2011). This study was conducted on 32 adult male student volunteers who had never meditated before. Each participant was made to play a computer game specially designed to induce stress. The subjects were asked to meditate either before or after the administration of psychologic stress (Rohan, Sharma, & Bijlani, 2011). The control group was created by asking participants to wait outside the testing room quietly. The variables measured were galvanic skin response (GSR), heart rate (HR), electromyography (EMG), sympathetic reactivity (QTc/QS2 ratio), cortisol, and acute psychologic stress scores. Nervous system function was determined by using the Wechsler memory scale and visual-choice reaction time (VCRT). Each of these variables were measured before and after the experiment took place (Rohan, Sharma, & Bijlani, 2011).Computer game stress was associated with a significant increase in physiologic (GSR, EMG, HR, QTc/QS2) and psychologic (acute stress questionnaire scores) markers of stress. Meditation was associated with relaxation (significant decrease in GSR, EMG, QTc/QS2, and acute stress questionnaire scores). Meditation, if practiced before the stressful event, reduced the adverse effects of stress. Memory quotient significantly increased, whereas cortisol level decreased after both stress and meditation. VCRT showed no significant change (Rohan, Sharma, & Bijlani, 2011).It was found that practice of meditation produced a relaxation response in the young adult subjects. The practice of meditation reduced the physiologic stress responses without taking away the beneficial effect of stress (improved memory scores). The results of this study demonstrate that meditation can be used to effectively curb the negative effects of stress, and confirm popular beliefs of the palliative properties of meditation (Rohan, Sharma, & Bijlani, 2011).

Hypotheses of the Study:If high school students meditate for a total of one hour per week, then the positive effects of meditation will decrease stress levels as measured by ImPACT test scores, blood pressure, and heart rate. By meditating, cortisol levels in the body will decrease and promote greater concentration in the body, thus allowing for greater focus while studying. Similarly, meditation causes lower frequency of heart oscillations, thus leading to decreased anxiety. As a result of decreased anxiety and lower heart rates, overall stress will be decreased.

Research Methodology: Although the high school students experience stress from multifarious sources, the effects of stress on students are relatively the same. A study by John Hopkins University found that, High stress disrupts students concentration and results in low test scores. A similar study by Jo-Ann Reteguiz found that stress affects test scores. Dr. Reteguiz found that students with low levels of stress achieve higher scores on multiple choice examinations than those with high anxiety levels. Female students were shown to have higher stress than females. To test the study, the Spielberg test inventory was used to measure stress in 150 students rotating through medical rotations. Results indicated a negative correlation between stress and high stress levels. A solution that scientists propose to help combat high stress levels is meditation. A study by the Scientific American tested the benefits of meditation on GRE scores and found a 16 percentile-boost on the exam on average. The research team at the Academy for Math, Science, for Engineering based on experiment similar to Scientific American study and decided to test the results of meditation on base cognitive skills sing the ImPACT test. The ImPACT is a sophisticated neurocognitive screening tool that provides a great deal of diagnostic information regarding recovery from injury.(ImPact 2013). Recovery from concussion cannot be accurately tracked through the evaluation of overly simplistic reaction time tests or through tests that are not structured to detect subtle memory dysfunction. The tracking of recovery following injury requires the analysis of test performance across a number of different neurocognitive domains. The ImPACT clinical report is structured to provide information regarding the athletes current concussion in addition to his or her medical and developmental history. This report has been developed through consultation with hundreds of athletic trainers, neuro-psychologists and physicians and will continue to evolve based on feedback and collaboration with our customers. The research team at the Academy for Math, Science, and Engineering used the concentration level from the ImPACT test as an indicator of stress due to the positive correlation between stress and cognitive abilities (Sahin 2014). Along with testing the base cognitive, the research team also measured the effects of meditation on heart rate and blood pressure. To test this, twenty participants were gathered for the purpose of the experiment and were asked to take a diagnostic ImPACT test as a baseline. After taking the examinations, each participant was required to meditate for two sessions for five weeks. Each session would be comprise of a fifteen minute Yog-Nidra meditation tape. Yog-Nidra is a sleep-like state in which users enter the deepest possible states of relaxation while maintaining full consciousness.(Kjaer 2002). Before and after each meditation session, participants blood pressure and heart rate were measured. After completing the meditation sessions, participants completed a post-ImPACT test and results were measured. Some of the advantages of this experimental method were that it involved minimal expenditures and maintained high level of accuracies. The sample size of participants used for the experiment represented a statistically accurate one. Similarly, the ImPACT examinations the participants took have been scientifically proven methods to diagnose base cognitive skills. Finally, the process of measuring blood pressure and heart rate was all done mechanically to reduce chances of human error. As a result, the experiment is replicable and another application of the procedure should yield similar results.

Data Analysis Techniques:

ImPACT Test Results

One-Sample Hypothesis T-Test for Difference of Memory Composite (Verbal) Score The memory composite (visual) score represents the average performance on the Word Memory (Module 1), the Symbol Match (Module 4) and the Three letters (Module 6) of the ImPACT test, expressed in percent correct. Hypotheses:Ho: The average final memory composite (verbal) score is equal to the average initial memory composite (verbal) score.Ha: The average final memory composite (verbal) score is greater than the average initial memory composite (verbal) score. Ho: diff = 0 diff = [Final score] - [Initial Score] Ha: diff > 0 Conditions:1. Simple Random Sample Yes, assume that the students that were chosen represent a random sample of high school seniors from Morris Hills2. Normality Yes, assume that data are approximately normal with no outliers (can be assumed due to relatively large sample size (n=16)3. Independence N 10n N 10(16) N 160Yes, assume more than 160 seniors at Morris Hills, including Magnet and Academy, and none of the people who participated in the project depended upon others to participate. Calculations: Level of Significance: = .05 One-sample T for Differences in Final Score vs Initial Score N Mean StDev SE MeanDiff in Visual Score 167 10.1061 2.5265 Difference = mu Final Score - mu Initial ScoreT-Test of difference = 0 (vs not =): T-Value = 2.771 P-Value = 0.0071 DF = 15 Conclusion: Since p < (0.0071 < .05) at an = .05 significance level, the research team rejects the null hypothesis that the average final memory composite (visual) score is equal to the average initial memory composite (visual) score. There is sufficient statistical evidence to conclude that the average final memory composite (visual) score is significantly different from the average initial memory composite (visual) score. This shows that participation in the meditation sessions did have a statistically significant impact on the students performance on the modules of the ImPACT test that tested their verbal memory cognitive abilities.

One-Sample Hypothesis T-Test for Difference of Memory Composite (Visual) Score The memory composite (visual) section measures visual attention, scanning, visual learning, and attention. Hypotheses:Ho: The average final memory composite (visual) score is equal to the average initial memory composite (visual) score.Ha: The average final memory composite (visual) score is greater than the average initial memory composite (visual) score. Ho: diff = 0 diff = [Final score] - [Initial Score] Ha: diff > 0 Conditions:1. Simple Random Sample Yes, assume that the students that were chosen represent a random sample of high school seniors from Morris Hills2. Normality Yes, assume that data are approximately normal with no outliers (can be assumed due to relatively large sample size (n=16)3. Independence N 10n N 10(16) N 160Yes, assume more than 160 seniors at Morris Hills, including Magnet and Academy, and none of the people who participated in the project depended upon others to participate. Calculations: Level of Significance: = .05 One-sample T for Differences in Final Score vs Initial Score N Mean StDev SE MeanDiff in Visual Score 167.4375 11.4191 2.8548 Difference = mu Final Score - mu Initial ScoreT-Test of difference = 0 (vs not =): T-Value = 2.605 P-Value = 0.0099 DF = 15 Conclusion: Since p < (0.0099 < .05) at an = .05 significance level, the research team rejects the null hypothesis that the average final memory composite (visual) score is equal to the average initial memory composite (visual) score. There is sufficient statistical evidence to conclude that the average final memory composite (visual) score is significantly different from the average initial memory composite (visual) score. This shows that participation in the meditation sessions did have a statistically significant impact on the students performance on the modules of the ImPACT test that tested their visual memory cognitive abilities.

Session #1: Blood Pressure (SYS/DIA) and Heart Rate Results

To measure the difference in initial and final values, the final reading was subtracted from the initial reading, since the final reading was theoretically supposed to be lower after the meditation session, and thus [Initial Reading] - [Final Reading] would be positive. SYS stands for systolic blood pressure, which is the highest pressure when the heart beats and pushes the blood around the body. DIA stands for diastolic blood pressure, which is the lowest pressure when the heart relaxes between beats. One-Sample Hypothesis T-Test for Difference of SYS/DIA Blood Pressure Readings Hypotheses:Ho: The average final SYS/DIA reading is equal to the average initial SYS/DIA reading.Ha: The average final SYS/DIA reading is greater than the average initial SYS/DIA reading. Ho: diff = 0 diff = [Initial reading] - [Final Score] Ha: diff > 0 Conditions:1. Simple Random Sample Yes, assume that the students that were chosen represent a random sample of high school seniors from Morris Hills2. Normality Yes, assume that data are approximately normal with no outliers (can be assumed due to relatively large sample size (n=16)3. Independence N 10n N 10(16) N 160Yes, assume more than 160 seniors at Morris Hills, including Magnet and Academy, and none of the people who participated in the project depended upon others to participate. Calculations: Level of Significance: = .05 One-sample T for Differences in Initial Reading vs Final Reading N Mean StDev SE MeanDiff in SYS/DIA 16 2.1/-5.6 26.2/12.6 6.6/3.2 Difference = mu Initial Reading - mu Final ScoreT-Test of difference = 0 (vs not =): T-Value = 0.324/-1.781 P-Value = 0.3752/0.9524 DF = 15 Conclusion: The p-values of the differences in SYS and DIA readings are 0.3752 and 0.9524, respectively, and thus both of these are way over the level of significance ( = .05). Therefore, since p > , the research team fails to reject the null hypothesis that the average final SYS/DIA reading is equal to the average initial SYS/DIA reading. There is insufficient statistical evidence to conclude that the average final SYS/DIA reading is significantly different from the average initial SYS/DIA reading. This shows that while the surveys did produce a difference in the initial and final SYS/DIA readings, the difference is not significant enough to conclude that the two readings are statistically different. Perhaps participation in meditation does not affect blood pressure as much as expected.

One-Sample Hypothesis T-Test for Difference of Heart Rate Readings Hypotheses:Ho: The average final heart rate reading is equal to the average initial heart rate reading.Ha: The average final heart rate reading is greater than the average initial heart rate reading. Ho: diff = 0 diff = [Initial reading] - [Final Score] Ha: diff > 0 Conditions:1. Simple Random Sample Yes, assume that the students that were chosen represent a random sample of high school seniors from Morris Hills2. Normality Yes, assume that data are approximately normal with no outliers (can be assumed due to relatively large sample size (n=16)3. Independence N 10n N 10(16) N 160Yes, assume more than 160 seniors at Morris Hills, including Magnet and Academy, and none of the people who participated in the project depended upon others to participate. Calculations: Level of Significance: = .05 One-sample T for Differences in Initial Reading vs Final Reading N Mean StDev SE MeanDiff in Heart Rate 16 7.94 10.44 2.61 Difference = mu Initial Reading - mu Final ScoreT-Test of difference = 0 (vs not =): T-Value = 3.041 P-Value = 0.0041 DF = 15 Conclusion: Since p < (0.0041 < .05) at an = .05 significance level, the research team rejects the null hypothesis that the average final heart rate reading is equal to the average initial heart rate reading. There is sufficient statistical evidence to conclude that the average final heart rate reading is significantly different from the average initial heart rate reading. This shows that participation in the meditation sessions did have a statistically significant impact on the students individual heart rate measurements.

Session #2: Blood Pressure (SYS/DIA) and Heart Rate Results

One-Sample Hypothesis T-Test for Difference of SYS/DIA Blood Pressure Readings Hypotheses:Ho: The average final SYS/DIA reading is equal to the average initial SYS/DIA reading.Ha: The average final SYS/DIA reading is greater than the average initial SYS/DIA reading. Ho: diff = 0 diff = [Initial reading] - [Final Score] Ha: diff > 0 Conditions:1. Simple Random Sample Yes, assume that the students that were chosen represent a random sample of high school seniors from Morris Hills2. Normality Yes, assume that data are approximately normal with no outliers (can be assumed due to relatively large sample size (n=16)3. Independence N 10n N 10(16) N 160Yes, assume more than 160 seniors at Morris Hills, including Magnet and Academy, and none of the people who participated in the project depended upon others to participate. Calculations: Level of Significance: = .05 One-sample T for Differences in Initial Reading vs Final Reading N Mean StDev SE MeanDiff in SYS/DIA 16 0.8125/-2 16.2/8.59 4.06/2.15 Difference = mu Initial Reading - mu Final ScoreT-Test of difference = 0 (vs not =): T-Value = 0.200/-0.931 P-Value = 0.4636/0.8244 DF = 15 Conclusion: The p-values of the differences in SYS and DIA readings are 0.4636 and 0.8244, respectively, and thus both of these are way over the level of significance ( = .05). Therefore, since p > , the research team fails to reject the null hypothesis that the average final SYS/DIA reading is equal to the average initial SYS/DIA reading. There is insufficient statistical evidence to conclude that the average final SYS/DIA reading is significantly different from the average initial SYS/DIA reading. This shows that while the surveys did produce a difference in the initial and final SYS/DIA readings, the difference is not significant enough to conclude that the two readings are statistically different. Perhaps participation in meditation does not affect blood pressure as much as expected. One-Sample Hypothesis T-Test for Difference of Heart Rate Readings Hypotheses:Ho: The average final heart rate reading is equal to the average initial heart rate reading.Ha: The average final heart rate reading is greater than the average initial heart rate reading. Ho: diff = 0 diff = [Initial reading] - [Final Score] Ha: diff > 0 Conditions:1. Simple Random Sample Yes, assume that the students that were chosen represent a random sample of high school seniors from Morris Hills2. Normality Yes, assume that data are approximately normal with no outliers (can be assumed due to relatively large sample size (n=16)3. Independence N 10n N 10(16) N 160Yes, assume more than 160 seniors at Morris Hills, including Magnet and Academy, and none of the people who participated in the project depended upon others to participate. Calculations: Level of Significance: = .05 One-sample T for Differences in Initial Reading vs Final Reading N Mean StDev SE MeanDiff in Heart Rate 16 3.31 6.87 1.72 Difference = mu Initial Reading - mu Final ScoreT-Test of difference = 0 (vs not =): T-Value = 1.929 P-Value = 0.0364 DF = 15 Conclusion: Since p < (0.0364 < .05) at an = .05 significance level, the research team rejects the null hypothesis that the average final heart rate reading is equal to the average initial heart rate reading. There is sufficient statistical evidence to conclude that the average final heart rate reading is significantly different from the average initial heart rate reading. This shows that participation in the meditation sessions did have a statistically significant impact on the students individual heart rate measurements.

Session #3: Blood Pressure (SYS/DIA) and Heart Rate Results

One-Sample Hypothesis T-Test for Difference of SYS/DIA Blood Pressure Readings Hypotheses:Ho: The average final SYS/DIA reading is equal to the average initial SYS/DIA reading.Ha: The average final SYS/DIA reading is greater than the average initial SYS/DIA reading. Ho: diff = 0 diff = [Initial reading] - [Final Score] Ha: diff > 0 Conditions:1. Simple Random Sample Yes, assume that the students that were chosen represent a random sample of high school seniors from Morris Hills2. Normality Yes, assume that data are approximately normal with no outliers (can be assumed due to relatively large sample size (n=16)3. Independence N 10n N 10(16) N 160Yes, assume more than 160 seniors at Morris Hills, including Magnet and Academy, and none of the people who participated in the project depended upon others to participate. Calculations: Level of Significance: = .05 One-sample T for Differences in Initial Reading vs Final Reading N Mean StDev SE MeanDiff in SYS/DIA 16 5.375/3 16.3/9.89 4.08/2.47 Difference = mu Initial Reading - mu Final ScoreT-Test of difference = 0 (vs not =): T-Value = 1.318/1.214 P-Value = 0.1036/0.1218 DF = 15 Conclusion: The p-values of the differences in SYS and DIA readings are 0.1036 and 0.1218, respectively, and thus both of these are way over the level of significance ( = .05). Therefore, since p > , the research team fails to reject the null hypothesis that the average final SYS/DIA reading is equal to the average initial SYS/DIA reading. There is insufficient statistical evidence to conclude that the average final SYS/DIA reading is significantly different from the average initial SYS/DIA reading. This shows that while the surveys did produce a difference in the initial and final SYS/DIA readings, the difference is not significant enough to conclude that the two readings are statistically different. Perhaps participation in meditation does not affect blood pressure as much as expected. One-Sample Hypothesis T-Test for Difference of Heart Rate Readings Hypotheses:Ho: The average final heart rate reading is equal to the average initial heart rate reading.Ha: The average final heart rate reading is greater than the average initial heart rate reading. Ho: diff = 0 diff = [Initial reading] - [Final Score] Ha: diff > 0 Conditions:1. Simple Random Sample Yes, assume that the students that were chosen represent a random sample of high school seniors from Morris Hills2. Normality Yes, assume that data are approximately normal with no outliers (can be assumed due to relatively large sample size (n=16)3. Independence N 10n N 10(16) N 160Yes, assume more than 160 seniors at Morris Hills, including Magnet and Academy, and none of the people who participated in the project depended upon others to participate. Calculations: Level of Significance: = .05 One-sample T for Differences in Initial Reading vs Final Reading N Mean StDev SE MeanDiff in Heart Rate 16 4.125 6.985 1.746 Difference = mu Initial Reading - mu Final ScoreT-Test of difference = 0 (vs not =): T-Value = 2.362 P-Value = 0.016 DF = 15 Conclusion: Since p < (0.016 < .05) at an = .05 significance level, the research team rejects the null hypothesis that the average final heart rate reading is equal to the average initial heart rate reading. There is sufficient statistical evidence to conclude that the average final heart rate reading is significantly different from the average initial heart rate reading. This shows that participation in the meditation sessions did have a statistically significant impact on the students individual heart rate measurements.

Conclusion and Recommendations:From the statistical analysis of the data, it appears that meditation had a significant impact on the students memory abilities, both verbal and visual, as well as their heart rate measurements (for all three sessions). This conclusion is supported by the T-tests run for both indicators, with the T-test for heart rate yielding an average value of p equals .01833 across the three sessions and the T-tests for memory yielding p-values of 0.0071 and 0.0099. Both of these values are statistically significant since they are less than the established level of significance of 0.05. However, there was no significant change in the students blood pressure readings (SYS/DIA) during any of the three meditation sessions, as the p-values for all three sessions were above the established level of significance of 0.05.While meditation has been sometimes been associated with lower blood pressure, it is not surprising that the data analysis did not find a statistically significant decline in blood pressure. According to a recent study at the Sunnybrook Health Sciences Centre in Toronto, blood pressure is not at all affected by mindful meditation (Raven, 2013). The article also postulated that any prior studies involving the impact of meditation on blood pressure included people who were taking stress-alleviating drugs, and implied that these papers incorrectly inferred causation from correlation (Raven, 2013). The results of the Sunnybrook study align with the results of the data analysis above, demonstrating that meditation does not necessarily have a direct link to lower blood pressure (Raven, 2013).One source of error that was predicted was the relatively homogenous sample size due to administrative difficulties. Originally, the research team wanted to incorporate more students, from a variety of academic backgrounds, into the project. However, this was not feasible due to class time constraints and legal issues. As a result, the students used in this experiment were from a relatively similar academic background: motivated and high-achieving students at a top selective high school. It was beneficial that the test subjects were top students, because all of these students reported high levels of stress due to school work, extracurricular activities, and social and family responsibilities. The benefits of meditation could be more prominently displayed in the data of these students. In addition, the research team originally wanted to work with a larger sample size of students (more than 16). However, this was not feasible either as it was very difficult to pull that many students out of their block 4 classes to participate in this study. Ultimately, while it would have been better to have more students to work with, 16 students proved to be sufficient as there are more than 160 students in the Morris Hills senior class of 2015, and therefore, this satisfies the minimum condition for independence to conduct the statistical studies. Another source of error that was predicted was the variation in ImPACT test results due to time. A majority of the students in this study had already taken the ImPACT test previously because of participation in school athletics or clubs. Since time was an issue, the research team used these results as the students initial scores as their baseline. However, some of these results were from freshman or sophomore year, and thus they might not have been the most accurate representation of the students cognitive abilities before participating in the meditation sessions. This source of error could not be avoided due to sheer logistics. Furthermore, it is recommended that students use computer mouses when taking the ImPACT test for greater efficiency and accuracy. Unfortunately, since most school computers were being used for PARCC testing, the research team was only able to gain access to the school laptop cart. This source of error arose during the experiment and in order to manage it, the research team ensured that students took both the pre-test and post-test on a laptop. Therefore, the variations in scores due to access to a computer mouse were eliminated, as students were not able to use a mouse on either test. Another source of error that arose during the experiment was misreading by the monitors due to incorrect posture. The monitors that were purchased for this experiment were not state-of-the-art machines utilized by doctors; however, the research team believed the machines would be sufficient for purposes of the study. The machines stated that for best results, users should sit upright and with the machine wrapped around their wrists, press their wrists against their heart. In order to manage this source of error, the research team made sure that the participants were in the correct posture before measuring their blood pressure and heart rate, and kindly requested that the participants who incorrectly measured the first time around re-measure themselves. Statistics tests indicate that the sources of error stemming from the experiment were insignificant and did not affect the final results. Problems with equipment were quickly caught and corrected before they could impact the experiment. Furthermore, the procedures listed were followed in a controlled environment and align with results collected by previous researchers. Hence, although there were a couple of sources of error, most were insignificant and are unlikely to have affected the final results. Regardless, future attempts to replicate this experiment should consider utilizing a pre-downloaded meditation tape to prevent any gaps in concentration, utilize more pieces of equipment when ImPACT testing taking vitals to make sure numbers are exact and precise, and consider obtaining a more academically diverse sample size to check for the accuracy of this studys results.

References:

David, Jeanie. (n.d). Meditation balances the bodys systems. WebMD. Retrieved January 22,2015 from http://www.webmd.com/balance/features/transcendental-meditationCorliss, Julie. (2015, January 8). Mindfulness meditation may ease anxiety, mental stress. Harvard University. Retrieved April 20, 2015 from http://www.health.harvard.edu/blog/mindfulness-meditation-may-ease-anxiety-mental-stress-201401086967Ireland, T. (2014, January 12). What does mindfulness meditation do to your brain? Scientific American. Retrieved January 22, 2014 from http://blogs.scientificamerican.com/guest-.blog/2014/06/12/what-does-mindfulness-meditation-do-to-your-brain/Kjaer, Troels (2002, August 2). Increased dopamine tone during meditation-change. Sciencedirect. Retrieved April 20, 2015 from http://www.sciencedirect.com/science/article/pii/S0926641001001069Mindfulness in Schools Project. (n.d). Retrieved January 22, 2014, from www.mindfulnessinschools.org/mindfulness Mohan, A., Sharma, R., & Bijlani, R. (2011, March 20). The Journal of Alternative and Complementary Medicine. Retrieved April 20, 2015, from http://online.liebertpub.com/doi/abs/10.1089/acm.2010.0142Raven, K. (2013, October 4). Meditation alone doesn't lower blood pressure: Study. Retrieved April 20, 2015, from http://www.reuters.com/article/2013/10/04/us-meditation-idUSBRE9930XU20131004Reteguiz, Jo-Ann. (2006, March 12). Relationship between stress and standardized test performances. NCBI. retrieved April 20, 2015 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1484796/Sahin, Nesrin (2014, March 10th). Relationship between cognitive intelligence and stress. Academia Education, Retrieved April 20th, 2015 from http://www.academia.edu/801278/The_Relationship_between_Cognitive_Intelligence_Emotional_Intelligence_Coping_and_Stress_Symptoms_in_the_context_of_Type_A_Personality_Pattern

Real World Applications

1. How did this experience reflect the challenges of science in the real world? Be sure to include at least two experiences from this class as examples.

The process of preparing the experiment underscored two primary challenges: securing participants and working with constraints. According to statistics, characteristics of statistically sound sample size include random selection and a large enough sample size. Although some mathematicians argue that a sample size of 20 is enough for a study, a sample size of 30 would have been preferred for the purposes of the experiment. Similarly, a more diverse sample size would add more depth to the study. The participants in the experiment came from the Academy for Math, Science, and Engineering. The twenty-three students in the Academy do not necessarily demonstrate the required random selection needed for the experiment, as all are required to take an entrance exam and interview to gain admission to the school and are of comparable academic levels. However, a simple random selection was assumed for purposes of conducting the statistical studies. Initially, another set of participants were considered for the experiment: Dr. Smocks Advanced Topics in Physics class. The participants were from different backgrounds and different academic levels. However, a lack of parental approval from the parents and student interest in the project led to a different and constrained set of participants used for the experiment. Similarly, planning logistics for experiments in which participants are involved also becomes a challenge. One of the ideas that was considered when conducting the meditation experiment was to have the students meditate in the school wrestling room. For the first forty-five minutes of the block, students would be required to meditate and record their heart rate and blood pressure. However, a cursory timing revealed that it took approximately 20 minutes to record both statistics. Furthermore, obtaining access to the wrestling room for the entire month of March proved to be a difficult task, as there are often sports or community events using the wrestling room. This goes to show that for any research project to be successful, sufficient planning in advance is a necessity.

2. How will your experience in this class provide you with the tools you will need to succeed in real world science and technology? Be sure to include at least one experience from this class as an example.

One of the most important parts of science and technology is the pursuit of cutting-edge research. Research helps generate knowledge, create new technologies, and helps us better understand the world around us. Throughout the course of the year in Science Inquiry and Technology, the class has gotten many opportunities to learn about the meticulous and complex process of scientific research, and how that research can be applied to real-life technology. In doing the background research for our paper on meditation, we were given an ample opportunity to learn about how to choose a research topic and to focus on how that can be applied to the real world. We were given a series of questions pertaining to why we were researching meditation, what meditation can help relieve in the real world, and why meditation is applicable to us as teenagers. All of these questions are crucial in order to convince others of the importance of future research and in order to pursue scientific work as a conscientious researcher. Furthermore, creating a literature review also furthered the aim of learning how to research by exposing us to other papers written about meditation. By looking at how professional researchers handled studying meditation, we were able to create a paper and a research method that mimicked what one would find in the scientific world.