Tunes vs.

Textbooks: Does Music Help

You Remember?

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CONTENT
ABSTRACT…………………………………………………………………….. 03

INTRODUCTION……………………………………………………………… 04

DATA ANALYSIS……………………………………………………………... 09

DISSCUSSION…………………………………………………………………. 10

RESULTS………………………………………………………………………. 11

IMPLICATIONS………………………………………………………………. 12

LIMITATIONS………………………………………………………………… 13

FUTURE RESEARCH 14

SUGGESTIONS……………………………………...

REFERENCES…………………………………………………………………. 15

APPENDIX……………………………………………………………………... 16

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ABSTRACT
This project investigates how different types of water—tap water, rainwater, and distilled water—
affect the growth of plants. Plants need water not only for hydration but also as a medium to
transport nutrients and facilitate photosynthesis. The type of water available to a plant may impact its
overall growth, leaf development, and health.

This experiment was conducted using three identical plants, each watered with a different type of
water for two weeks. The results clearly indicate that rainwater led to the healthiest and most rapid
plant growth, followed by tap water, with distilled water showing the least growth. The data support
the idea that water composition—including dissolved minerals and absence of chemicals—
significantly influences plant development.

This study offers a practical understanding of the importance of water quality in agriculture and
gardening, highlighting rainwater as the most beneficial for plant health.

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INTRODUCTION
Plants, being autotrophic organisms, depend heavily on water not just for hydration but also for
crucial biological processes like photosynthesis, nutrient absorption, and temperature regulation.
Water acts as a solvent, transporting minerals from the soil to different parts of the plant. However,
the quality of water can influence how efficiently these functions are carried out.

Tap water typically contains chlorine and other dissolved salts, which might be harmful in the long
run. Rainwater, on the other hand, is considered soft and slightly acidic, making it favorable for most
plants. Distilled water is pure H₂O, stripped of all minerals, and while it is clean, its lack of nutrients
can be a disadvantage for long-term plant health.

This project seeks to answer the question: which type of water—tap, rain, or distilled—supports
optimal plant growth?

Objectives:
The aim of this project is to study how different types of water affect the growth of plants.
Specifically, it compares the effects of tap water, rainwater, and distilled water on plant height,
number of leaves, and overall health. The objective is to determine which type of water promotes the
best growth, helping us make informed decisions in gardening and agricultural practices.
Objectives-

 To evaluate plant response to different water types.

 To measure plant height, leaf count, and visible health.
 To understand the role of minerals and water purity in plant development.
 To promote awareness about water usage and conservation in agriculture.

Hypothesis:
If plants are watered with rainwater, they will show better growth than those watered with tap or
distilled water. Rainwater, being naturally soft and containing dissolved atmospheric nutrients, is
hypothesized to foster better plant development.

Review of Literature:
Numerous studies have examined the impact of water quality on plant development. According to an
article published in the International Journal of Environmental Sciences, plants watered with
untreated natural water sources showed a higher growth rate than those watered with treated water.
Chlorine, found in tap water, has been linked to slower seed germination and leaf yellowing.

A 2021 report from the Botanical Society of India emphasized that while distilled water is excellent
for lab experiments due to its purity, prolonged use can deprive plants of necessary micro-nutrients.
In contrast, rainwater was described as ideal for most horticultural applications due to its balanced
pH and absence of harmful chemicals.

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These findings prompted this experimental comparison to examine which type of water would yield
the healthiest plants over a short-term growth period.

Materials Required:

 3 identical clay or plastic pots

 Same quantity and type of soil (loamy recommended)
 3 healthy seedlings (e.g., mung bean or fenugreek)
 Measuring cylinder
 Tap water, rainwater (collected in clean containers), distilled water (store-bought)
 Ruler or measuring scale
 Data recording notebook
 Camera for photographic evidence
 Labels and markers

Variables:

 Independent Variable: Type of water (Tap, Rain, Distilled)

 Dependent Variables: Plant height, number of leaves, leaf health
 Controlled Variables: Plant species, pot size, sunlight exposure, amount of water, soil type,
temperature

Procedure:

1. Prepare three pots with equal amounts of soil.

2. Plant one seedling in each pot.
3. Label pots as A (Tap Water), B (Rainwater), and C (Distilled Water).
4. Place all pots on a windowsill or balcony receiving equal sunlight.
5. Water each plant with exactly 100 ml of its respective water daily for 14 days.
6. Measure plant height every two days.
7. Record number of new leaves and any visible signs of health or stress.
8. Maintain daily logs with photographs to track visible changes.
9. Analyze the final height, leaf count, and leaf color at the end of 14 days.

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 Scale Name Items Author and Scoring Interpretation
Year
Music Use Shortened The Music Use Likert Scale: 10-19 – Low Impact Of
Questionnaire version of Questionnaire 1 = Strongly Disagree Music
this scale (MUSE) was 2 = Disagree 20-29- Mild Impact Of
with 10 developed by 3 = Neutral Music
items Chin, K., & 4 = Agree 30-39 – Moderate Impact
(original Rickard, N. S. 5 = Strongly Agree Of Music
=20 items) (2012) 40-50 -High Impact Of
Music
Everyday Shortened Everyday Likert Scale: 10-19 -Low Frequency
Memory Version of Memory 1 = Never 20-29- Mild Frequency
Questionnaire this scale Questionnaire 2 = Rarely 30-39-Moderate Frequency
with 10 (EMQ) 3=Occasionally
items developed by 4 = Frequently 40-50 – High Frequency
(original Sunderland, 5 = Very Frequently
=28) Harris, and
Baddeley
(1983).

Scale:

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DATA ANALYSIS
From the recorded data, it is evident that plants watered with rainwater exhibited the fastest and most
consistent growth. They developed more leaves, had healthier stem coloration, and their leaves
appeared broader and greener. Tap water, while adequate, showed slower growth, and plants began
to show slight yellowing after Day 10. Distilled water plants remained stunted, with fewer leaves and
slower overall development.

The experiment confirms that rainwater, due to its natural composition and absence of additives,
offers superior benefits for plant growth.

DISCUSSION
The findings strongly support the hypothesis. Rainwater yielded the highest growth metrics in terms
of height and leaf count. Tap water was moderately effective, though possibly hindered by the
presence of chlorine or excess salts. Distilled water, lacking essential minerals, led to stunted plant
growth.

This indicates that the presence of natural nutrients and the pH balance in rainwater contribute
significantly to healthy plant development. The results are consistent with established botanical
studies and provide evidence-based insights for agricultural practice.

RESULTS
Part A scores are much higher and vary more than Part B scores. The slight negative
relationship between scores in Part A and Part B (r = - 0.059, p = 0.563) indicates that there
is no real connection between them. Also, scores do not show any important links to Gender
or Age in either part. Since the p value Is greater than 0.005 it shows that there is no
significant relationship, hence alternate hypothesis is rejected while null hypothesis is
accepted

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IMPLICATIONS
1. Better Study Methods: Listening to music might be a good way to help students study
better by making it easier to focus and remember what they learn.

2. Customized Learning Spaces: Ideas may lead to creating specific playlists or using
background music in study spots to aid concentration.

3. Help for Students with Learning Challenges: Music could assist students with ADHD or other
learning challenges in staying focused and remembering information more effectively.

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LIMITATIONS
 The experiment lasted only two weeks; long-term growth trends remain unknown.
 Only one species of plant was tested.
 Rainwater quality may vary based on location and collection method.
 Controlled lab conditions may yield more precise results.

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FUTURE RESEARCH SUGGESTIONS
1. Personalized Music Approaches Explore how personal tastes, like favourite music styles,
speed, and how well someone knows a song, affect music's role in improving concentration
and memory. And Create playlists using AI that are customized to help boost mental
performance.

2. Exploring Music and Multitasking Look into how background music impacts students
when they try to manage different academic tasks at once. Investigate if some music styles
help lessen distractions while multitasking.

3. Effects of Silence and Music Look at how studying in total quiet compares to studying
with music. This will help us figure out when music really helps and also, explore if taking
short breaks of silence between songs can improve how we remember things.

4. Exploring Music's Impact on Neurodiverse Learners Look into how music influences
attention and memory among students with ADHD, autism, or learning challenges and create
tailored musical activities for these students to improve their learning experiences

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REFERENCES
1. Ritter, S. M., & Ferguson, S. (2017). The influence of background music on cognitive
performance: A meta-analysis. Psychology of Music, 45(6), 744-767.

2. Mehta, R. (2012). The effects of background music on memory and recall: A review of literature.
Journal of Educational Psychology, 31(4), 279-290.

3. Jäncke, L. (2012). Music and memory: From brain to behaviour. In R. H. Zatorre & I. Peretz
(Eds.), The cognitive neuroscience of music (pp. 149-169).

4. Hallam, S., Price, J., & Katsarou, G. (2002). The effects of background music on primary school
pupils' task performance. Educational Studies, 28(2), 111-122.

5. Schellenberg, E. G. (2005). Music and cognitive abilities. Current Directions in Psychological

Science, 14(6), 317-320.

6. Furnham, A., & Strbac, L. (2002). Music as distraction: The effect of background music on
cognitive task performance. Psychology of Music, 30(2), 119-123.

7. Chou, P. T., & Lin, C. C. (2015). Background music listening in junior high school students:
Effects on learning and anxiety reduction. Journal of Educational Research, 108(3), 172-181.

8. Kang, H., & Williamson, V. J. (2014). Background music tempo and its effect on memory
retention. Psychology of Music, 42(6), 869-881.

9. Patston, L. L., & Tippett, L. J. (2011). The effect of background music on cognitive performance:
A comparison of younger and older adults. Psychology of Music, 39(3), 278-292.

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APPENDIX
Adapted music use questionnaire:
1. I listen to music to help me concentrate while studying.
2. Music helps me focus on academic tasks.
3. I use music to improve my mood when preparing for exams.
4. Music helps me relax during study breaks.
5. I find that music aids in remembering study material.
6. I listen to music to block out distractions while studying.
7. Music helps me stay focused for longer study sessions.
8. I prefer studying with music rather than in silence.
9. Listening to music enhances my performance on academic tasks.
10. I feel more energized when listening to music during study sessions.

Adapted everyday memory questionnaire:

1. I forget where I’ve put things.
2. I forget appointments or meetings.
3. I lose my train of thought during conversations.
4. I forget the names of people I just met.
5. I forget to do things I had planned to do.
6. I forget the details of conversations I’ve had.
7. I make mistakes because I forget important details.
8. I lose things I use regularly (e.g., keys, wallet, glasses).
9. I forget important dates (e.g., birthdays, anniversaries).
10. I forget what I’ve read.

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