SchoolTrinity High School
"Does the Time Post Delivery of Surfactant Administration Have Impace on the Duration of Ventilation in Premature Infants With Respiratory Distress Syndrome?," Khin-Kyemon Aung
Selected ArtTake a Breath, Mary Cholewa
Selected Language"Breathe Baby Breathe," Domunque Yancey
We chose this project because we
thought it was a very interesting subject.
It was not only interesting, but we were
able to see the math concepts hidden in
her work. We saw math in her research,
and the literature and art projects that
were based on this project. It was easy to
apply formulas to the math concepts we
found and make people realize that there
is math in the unlikeliest things.
We chose to mathematically interpret
this project because we saw pieces and
parts that had applied to what we have
learned in the classroom. We took the
elements and formulas that we have
learned and applied them to what we
found within the art, literature, and science
areas of the project.
Take A Breath
In this piece of art, Mary Cholewa used different objects to represent the effects of RDS on a child and the time it takes before the surfactant is delivered to the newborn. Looking at this piece, we immediately spotted the concepts of math in the objects used. Most prominently we noticed the clock and how we recently learned about circles and their properties.
First we began by placing the origin at point A (0,0) in the middle of the clock.We assumed that the point A where the hands of the clock meet is the center of the circles located in the clock. We placed the art on a graph and found the radius to each circle by counting the number of units from the center to the insides of the circles. The green outer circle has a radius of 7 and the blue inner circle has a radius of 3. Next we used the formula radius2=(x-h)2+(y-k)2 and plugged in the point (h,k) that we knew, being (0,0), and the radii that we found as 7 for the green and 3 for the blue. For the outer circle the standard equation is 49=(x-0)2+(y-0)2, and the inner circle's standard equation is 9= (x-0)2-(y-0)2. With this information, one can find x and y intercepts, domain, range, and other points located in the circle.
Through finding the circles in the art piece, we came to realize that what we do learn in class can be applied to everyday objects in our lives. Math can be found, not only mentally, but visually if the time is taken to look past the original meanings of items and see that they can symbolize and mean much more.
Relations of Number of Letters per Line
Khin-Kyemon Aung's project inspired Domunque Yancey to write a beautiful poem based on Aung's research. This poem follows a common AB pattern with words that share the same rhyming scheme at the end of each paired sentences. Using this poem, we were able to find a math concept using the vowels and consonants of each line.
Using the poem, we first counted the number of consonants and vowels and placed the consonants as x values and vowels as y values. We then used these numbers as coordinates and graphed them on a graph. We then found an equation using a graphing calculator to find a line of best fit. We found the equation of the line to be F(x)=.407x + 4.445. We then concluded that for every .407 letter change in vowels, there is a 1 letter change in consonants. We also concluded that in the English language consonants are dominant in comparison to the use of vowels.
Another math concept that we came to discover was the ratios of consonants to vowels in each line and the overall total. In line 1, the ratio was 17:9. In line 2, the ratio was 14:13. In lines 3 and 4 the ratio was 10:7 (original counts are 20 consonants and 14 vowels). In line 5, the ratio was 17:8. In line 6, the ratio was 21:13. Overall, the ratio between consonants and vowels was 109:67, thus concluding our theory that consonants are more commonly used than vowels.
Gestational Age of Neonates
In Khin-Kyemon Aung's project, she used many graphs to display the information she gathered. The graphs were about various parts of the project needed to make it successful. On one of her graphs, she related gestational age and the number of newborns used for surfactant distribution. Aung displayed this information on a bar graph.We took the information on her bar graph and made it into a pie graph. We converted the number of babies in each of the time ranges to percentages by taking those numbers and dividing them by the total amount of babies, which was forty-three. By doing this, we show that information can be displayed in different forms and charts in math to notice different patterns in an experiment. Numbers can be converted into percentages, placed on different graphs, and can make observing experiments more efficient.
After we made the bar graph into a pie graph, we used the percentages to find arc length. Assuming that the radius equals one unit, we used the formula: arc length= radius x (degree of angle x π/180). For the 5% of neonates born in between 24-25 weeks, we found the arc length to be .31 units. For the 18% of neonates born in between 26-27 weeks, we found the arc length to be 1.13 units. For the 35% of neonates born in between 28-29 weeks, we found the arc length to be 2.20 units. For the 33% of neonates born in between 30-31 weeks, we found the arc length to be 2.07 units. For the 9% of neonates born in between 32-34 weeks, we found the arc length to be .57 units.
Through utilizing the arc length equation, pie graphs, and finding the degree of an angle, information that is scattered can be organized into a clean and tidy way to quickly use the information and observe different aspects of an experiment.