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Science 7

Science 7. Review From Last Class…. Did you…? Finish your Simpson Science Assignment? Put your name on it? Put it in the pass in bin?. Scientific Method- Senses Lab. Procedure In pairs One drops ruler, one reacts

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Science 7

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  1. Science 7

  2. Review From Last Class… • Did you…? • Finish your Simpson Science Assignment? • Put your name on it? • Put it in the pass in bin?

  3. Scientific Method- Senses Lab Procedure • In pairs • One drops ruler, one reacts • Repeat each sense 5 times (5 trials), for each of the 3 senses (Sight, Touch, Sound) • Record data as you go, switch once you are finished

  4. 6 Brain Biggles’ guide to… ‘Catch the ruler!’ Associative centres 5 RULER + FALLING = What should I do ? ruler 1 4 2 visual information about falling ruler Visual centres 3 Eye 8 grasping action 7 Motor command to catch ruler distance travelled Arm

  5. Calculating Average • For each trial you are required to calculate average or mean of your trials • Mean= T1+T2+T3+T4+T5 5 • If you had a “dropped” ruler you add it as 30cm • t = 2d X 1000 g • Where: • t = Reaction time (milliseconds) • d = Distance ruler dropped (cm) • g = Acceleration due to gravity (980 cm/sec2) • X 1000 = To convert the time from seconds to milliseconds. Extension: Calculate reaction time in milliseconds

  6. Graphing and Reporting

  7. Bar Graph cm Drop Average

  8. How did you do? DISTANCE – REACTION TIME CONVERSION TABLE Catch Catch Distance Reaction time Distance Reaction time (cm) (milliseconds) (cm) (milliseconds) 1 50 16 180 2 60 17 190 3 70 18 190 4 80 19 200 5 90 20 200 6 100 21 210 7 120 22 210 8 130 23 220 9 140 24 220 10 140 25 230 11 150 26 230 12 160 27 230 13 160 28 240 14 170 29 240 15 170 30 250

  9. Ratings REACTION TIME RATING Reaction timeRatingComment (milliseconds) 0-50 Ultra-fast A clairvoyant catcher… are you cheating?! 50-130 Superb Impressive, do you play computer games? 131-175 Excellent Well done, are you a text messager? 176-200 Good Keep trying, you're not top gun yet! 201-240 Average Not bad – but you’re just Joe Average. 241-250 Fair You’d get faster if it were money instead of a ruler! 251+ Slow …ouch! Did the ruler hit your foot? Keep trying! Remember… Milliseconds are one thousandth of a second. This means that: One second (s) = 1000 milliseconds (ms) Half of a second (0.5s) = 500 ms A quarter of a second (0.25s) = 250 ms One tenth of a second (0.1s) = 100 ms

  10. Precise versus Accurate • Accuracy: how close a measured value is to the actual (true) value. • Precision: how close the measured values are to each other. • So, if you are playing soccer and you always hit the left goal post instead of scoring, then you are not accurate, but you are precise!

  11. Think about it… • After you’ve tested yourself, why not experiment further. Here’s a few suggestions, do reaction times vary: • for people of different ages (children versus adults)? • if you use your dominant hand versus non-dominant hand? • if you are tired or alert? • for men or women? • depending on your mood? • after an alcoholic drink?

  12. Some Thoughts… • generally the older you are the longer your reaction time (that ruler keeps hitting my foot!) • as you might expect, the dominant hand has a faster reaction time. • in ‘Catch the ruler’, it helps to pay attention – so being alert is a great asset. • who is faster ‘men or women’? …you tell me? • mood affects attention and therefore reaction times. • alcohol greatly increases reaction times.

  13. Formal Lab Report • You must include the following in your typed report: • Problem Statement (written on Wednesday) • Hypothesis (written on Wednesday- do NOT make changes even if it’s wrong) • Materials used • Data (chart of your trial results; Bar Graph- title, x & y axis labelled, correct independent and dependent variables labelled) • Analysis questions (from worksheet) • Conclusion statement (next slide)

  14. Conclusion Statement- RERUN • Restate: Restate the lab experiment. Describe the assignment. (include your independent, dependent and controlled variables) • Explain: Explain the purpose of the lab. What were you trying to figure out or discover? Talk briefly about the procedure you followed to complete the lab. • Results: Explain your results. Confirm whether or not your hypothesis was supported by the results. (Use simple language such as, “The results supported the hypothesis,” or “The results did not support the hypothesis.”) • Uncertainties: Account for uncertainties and errors. Explain, for example, if there were other circumstances beyond your control that impacted the experiment (“Controlled Variables” that weren’t controlled) • New: Discuss new questions or discoveries that emerged from the experiment.

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