Transcript 2010-2011 Human Body Systems iv

1/05/11 The Human Body pg 119
Objective: To learn the systems of the body,
their functions, and how they are related
Bell work: Let’s see how much you know
about your systems! Let’s help Arnold find all
of his organs.
Then, a quick pre-assessment to see what you
know about the 11 systems of the body!
What do you know?
You have 10 minutes to complete the
Human Body Pre-Assessment on the
front of your INB sheet by matching the
body system with its function. If you finish
before time is up, move on to the Medical
Jargon sheet.
“Jar-WHAT?!?!?” Look at the sheet and
try to infer what the word “jargon” means.
Using the terminology on the left, try to
determine the meaning of the words on
the right. Then match the term with its
correct meaning.
For homework tonight…
Complete a new unit title page on the left
side of your notebook under today’s bell
work. For your unit page for this unit, I want
you to draw two body systems INSIDE the
human body. The first is the system with
which you are most familiar. The second
system should be one that you want to learn
more about. You must include in your
drawings the major organs of those systems.
Remember that unit pages have a TITLE and
color. I will be checking for this to be
complete when I return on Friday.
1/7/11 The Largest Organ: SKIN! pg 121
Objective: To learn the
structure and function of the
Integumentary System.
Bell Work: Put the terms in
the correct order from most
simple to most complex:
SKIN
OIL GLAND
INTEGUMENTARY SYSTEM
EPIDERMAL CELL
Made up of
the skin,
hair, and
nails
Skin has four main functions
1. Protection - forms a protective covering
over the body
a. Prevents infection and water loss
2. Help us sense our environment- touch
3. Formation of Vitamin D
4. Regulation of body temperature
a. Blood vessels in skin help release/hold heat
b. Perspiration or sweating to keep cool and
shivering to keep warm
Your skin is the largest organ of your body.
Skin is made up of three layers of tissue:
1. Epidermis - the outer,
thinnest layer
a. Outermost cells are dead
and rub off
b. New cells are constantly
made at the base/bottom of
the epidermis.
c. Cells produce melanin pigment that protects your
skin and gives it color
2. Dermis - the middle layer
a. Contains blood vessels, nerve fibers,
muscles, oil, sweat glands, and other
structures.
3. Fatty layer - covers and insulates the
body
Skin Cross-section
Skin Sensitivity Activity
(Say that three times fast!)
Purpose: To determine which part of the body is
most sensitive.
Prediction: Predict which areas are most
sensitive ranking 3 (least sensitive) to 1 (most
sensitive).
Procedure: Using the card you are given, test
each area described and ask whether your partner
can feel one or two points. For 1, record a “-” in
the chart, for 2, record a “+”. Record your
PARTNER’S data in YOUR chart. Switch roles
and repeat. When finished, answer the questions
pertaining to the activity.
These will be checked on Monday when you return
to school.
1/18/11 The Muscular System pg 123
Objective: To learn the structure
and function of the muscular
system
Bell Work: Put the terms in the
correct order from most simple to
most complex:
SKELETAL MUSCLE
STRIATED MUSCLE CELL
MUSCULAR SYSTEM
BICEP
Turn to your Skin Sensitivity Lab…
Let’s review the questions
from last Friday
Now, the Muscular System…
Muscle - an organ that can relax and contract,
which moves your body.
1. Voluntary muscles - muscles you can
control (bicep)
2. Involuntary muscles - muscles you
cannot control (heart)
There are three types
of muscle tissue
1.Skeletal muscles
move bones
a.Tendons connect
muscle to bone
b.Voluntary
c.Contract quickly and
tire more easily
d.Look striped or
striated
Draw & Label the
striated muscle in the
circle on your paper
2. Smooth Muscles - found in digestive
tract and blood vessels
a.Involuntary
b.Ex: Muscles in the stomach
Draw & Label the smooth muscle in the circle
on your paper
3. Cardiac Muscle
a. Found only in the heart
b. Is striated (striped)
c. Involuntary
Draw and Label the cardiac muscle in the circle on
your paper
You move because pairs of muscles work
together
1.When one muscle of a pair contracts, the
other relaxes
2.Muscles always pull
3.Blood carries energy-rich nutrients to the
muscles so they can do their work.
Mini-Lab: Blinking Activity
Purpose: To perform 3 different activities to see if
blinking is voluntary, involuntary or both.
Make your hypothesis
Part 1: You will count the number of times your
partner blinks in one minute and then switch roles.
You will do this for two trials.
Part 2: You will record the amount of time your
partner can go WITHOUT blinking and then switch
roles.
Part 3: You will record whether or not your partner
blinks when an object is thrown at them, and then
switch roles.
When complete, answer the questions, due
tomorrow at the beginning of class!
1/19/11 Dem Crazy Bones! pg 125
Objective: To learn the
function and structure of the
skeletal system.
Bell Work: Put the terms in the
correct order from most simple
to most complex (use your
medical jargon or root words for
the one(s) you don’t know!)
MARROW
SKULL
SKELETAL SYSTEM
OSTEOCYTE
1. Cranium (skull)
Bones of the Skeleton
2. Frontal (forehead)
(left side)
3. Mandible (jaw)
4. Cervical Vertebrae (neck - 7)
5. Thoracic Vertebrae (vertebrae with ribs – 12)
6. Xiphoid Process
7. Lumbar Vertebrae (lower back – 5)
8. Ilium (hipbone)
9. Sacrum
10. Coccyx (tailbone)
11. Ischium (buttbone)
12. True ribs (directly attached to sternum)
13. False ribs (attached to sternum by cartilage)
14. Floating ribs (not attached at all)
15. Intercostal cartilage
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
Nasal bone
Ocular Orbit (eye socket)
Bones of the Skeleton
Maxilla (upper jaw)
(right side)
Clavicle (collar bone)
Scapula (shoulder blade)
Sternum (breast bone)
Humerus (upper arm)
Radius (closest to the thumb)
Ulna (furthest from thumb) “Ulna you didn’t!”
Carpals (wrist bones)
Metacarpals (palm of hand)
Phalanges (fingers)
Femur (thigh bone)
Patella (knee cap)
Tibia (shin bone)
Fibula (I told a “little fib”ula)
Calcaneus (heel bone)
Tarsals (ankle bones)
Metatarsals (sole of foot)
Phalanges (toes)
The Skeletal System
All the bones in your body make up your
skeletal system - has five major
functions
1. Shapes and supports body
2. Protects organs
3. Movement
4. Blood cells are made in bone marrow
5. Stores calcium and phosphorus
Bone Structure
1. Periostium - soft thin substance that covers
and protects the bone
2. Compact bone – tough, hard bone that can
heal itself when broken
3. Spongy bone – contains red marrow which
makes red blood cells that carry oxygen and
carbon dioxide throughout the day
4. Marrow – soft, inner center of bones
containing blood vessels and fat cells.
Manufactures blood cells
Your skeleton
begins as
cartilage, which is
gradually broken
down and replaced
with bone which is
why babies have
more bones (300)
than adults (which
have 206).
Introduction to Joints
Joint - any place where two or more bones
come together
• Cartilage - rubbery tissue that cushions
bones , located at joints
• Ligament – attaches bone to bone
Types of Joints
1. Fixed joint
a. Allows little movement
ex: joints of the bones
in your skull
2. Pivot Joint
a. One bone rotates
around another bone
ex: turning your head
3. Ball-and-socket joint
a. The ball end of one
bone fits into a cuplike
cavity on another
bone.
ex: Shoulder joint
4. Hinge joint
a. Back and forth
ex: knee
5. Sliding joint
a. One part of a bone slides over another
bone.
ex: Hand bone (bones in your palm)
How many do you remember?
Ready for a test (round 1)?
One more time (round 2)
Fun Links!
• Virtual hip replacement
• Virtual knee surgery
• Virtual hip resurfacing
Dem Bones- Worth 150 Points!!!
Fold directions in ½ and glue down on p. 125
1. Cut out the paper model of the skeleton.
2. Put your model together in order using glue and the construction
paper. (20 pts)
3. Remember that your skeleton must be in a scene and your project
must have a TITLE! (20 pts)
4. Label the following bones using a pen and ruler (WRITE SMALL
AND NEAT): (70 pts)
5. Outline ALL bones that are used for protection YELLOW. (5 pts)
6. Outline TWO bones that make blood cells (long bones) RED. (5 pts)
7. Draw and shade in a BLUE circle around 1 pivot joint. (5 pts)
8. Draw and shade in a GREEN circle around 1 ball-and-socket joint.
(5 pts)
9. Draw and shade in a PURPLE circle around 1 hinge joint. (5 pts)
10. Draw and shade in an ORANGE circle around 1 gliding/sliding
joint. (5 pts)
11. Create a KEY for your skeleton that explains the colors used in #
5-10. (10 pts)
Body Story- Broken Bones
After your direction sheet for Dem Bones is
folded and glued in, write on the back of the
sheet: Broken Bones- 5 Facts
Then list 5 fun or interesting facts from the
movie underneath. Remember, this is part
of your INB grade too:
1.
2.
3.
4.
5.
1/26/11 Trek the Tract! pg 127
Objective: To learn the structure
and function of the digestive system
Bell work: Put the terms in the
correct order from most simple to
most complex (use your root words
for the ones you don’t know!)
DIGESTIVE SYSTEM
SMALL INTESTINE
VILLI
EPITHELIAL CELLS
Your cells needs nutrients
found in food
1.Provide energy and materials
for cell development, growth,
and repair: Proteins (meats),
Carbohydrates (sugars =
energy), Fats (Lipids), Vitamins,
Minerals, and Water
2.Maintain homeostasis
3.No food has every nutrient, so
eat a variety of foods
4.Foods that contain the same
nutrients belong to a food
group: 5 Groups - Grains,
Vegetable, Fruit, Dairy, Meat
5.Bacteria live in many organs of
digestive tract & make vitamins
for the body (ex: vit. B12 & K)
Digestion: breaks food
down into small molecules
that are absorbed into
bloodstream
1. Mechanical digestion:
PHYSICAL process food is chewed, mixed
and churned
2. Chemical digestion:
CHEMICAL process food is turned into a
mushy substance using
stomach acid, bile,
saliva, & other
enzymes (proteins
that speed up
chemical reactions)
Organs of the digestive system
1. Accessory organs: food DOES NOT pass
through: includes tongue, teeth, salivary
glands, liver, gallbladder, & pancreas
2. Digestive tract: food DOES pass through:
mouth, esophagus, stomach, small & large
intestine, rectum & anus
Digestion begins NOW!
1. Mouth: tongue, teeth, & saliva change food
into soft mass (bolus)
Go back to your diagram on the front and label the mouth!
2. Esophagus: muscular tube moves food to
stomach using peristalsis (muscle
contractions)
Go back to your diagram on the front and label the esophagus!
3. Stomach: muscular sac that turns food into a thin,
watery liquid called chyme
1. Mechanical digestion by peristalsis
2. Chemical digestion by digestive juices/enzymes
Go back to your diagram on the front and label the stomach!
4. Small Intestine: long tube lined with villi that
increase surface area for nutrient absorption.
Blood transports absorbed nutrients to cells
Go back to your diagram on the front and label the small intestine!
1.
Accessory Organs of Small Intestine:
a. Liver: large red-brown organ that makes bile
b. Gallbladder: stores bile which is released into the
S.I. and helps break down fat
c. Pancreas: makes digestive enzymes & insulin
which regulates blood sugar
Go back to your diagram on the front and label the
liver, gallbladder and the pancreas!
5. Large intestine: absorbs
water from undigested
chyme
1. Chyme can be in L.I. as
long as three days
2. Appendix: sac attached
to the L.I. once used to
digest raw meat in
primitive man
6. Rectum & anus: control
release of solid waste
(feces) from body
Anus
Go back to your diagram
on the front and label
the large intestine,
rectum & anus!
1/27/11 Trek the Tract! pg 127
Objective: To learn the
structure and function of
the digestive system
Bell work: Let’s review
the organs of the
digestive system with a
fun digestion animation:
Where does your
food go?
Trek the Tract!
Purpose: To show the length of
each organ involved in digestion
and describe how food moves
through the digestive system.
Using the chart on your sheet,
measure out the length of your
digestive organ. Follow the
directions for making your
organ. When time is up, you’ll
present your organ and then join
it with the other organs in class.
How long is the digestive
system really?
2/1/11 It just keeps Circulatin’ pg 129
Objective: To determine the
structures and functions of the
circulatory/cardiovascular & lymphatic
systems
Bell work: Put the terms in the correct
order from most simple to most
complex – you have TWO sets today!
HEART
BLOOD
CIRCULATORY SYSTEM
RED BLOOD CELL
WHITE BLOOD CELL
TONSILS
LYMPHATIC SYSTEM
LYMPH
Circulatory system includes,
heart, blood vessels, blood
FUNCTION:
• Carries nutrients & oxygen to
cells & waste and carbon
dioxide away from cells
• Contains cells that fight
disease
Heart - pumps blood to all parts of body and
has four chambers
1. Atria (atrium) - upper two chambers
2. Ventricles - lower two chambers
Types of Circulation
1. Coronary circulation- supplies blood to heart
2. Pulmonary circulation - blood from heart pumped to
lungs to pick up O2 & drop off CO2 and then back to heart
3. Systemic circulation- oxygen-rich blood pumped to
body cells and returns oxygen-poor blood back to heart
Blood Vessels - carry blood
to every cell
1. Arteries - oxygen-rich blood
AWAY FROM heart to body
2. Veins - oxygen-poor blood
from body BACK TO heart
3. Capillaries - microscopic blood
vessels connect arteries to
veins (only ONE CELL
THICK!!)
1. Nutrients and oxygen
diffuse into body cells
2. Waste and carbon dioxide
diffuse out of body cells
Parts of Blood
1. Plasma – “watery” part of blood that carries nutrients,
minerals, oxygen to cells and carries waste away
2. Red blood cells – carry oxygen to cells using
hemoglobin (made in bone marrow)
3. White blood cells - fight bacteria and viruses. When
sick, body makes more WBC’s (made in bone marrow)
4. Platelets - cell fragments that work to form a scab
5. Four types of blood: A, B, AB, & O
Cardiovascular diseases
1.Atherosclerosis - fat
builds up on artery walls
and clogs arteries (can
cause heart attack)
2.Hypertension - high blood
pressure, often caused by
atherosclerosis
3.Sickle Cell – red blood
cells are deformed & can’t
carry oxygen efficiently
4.Hemophilia – lack
platelets to help in blood
clotting
5.Leukemia – cancer of
white blood cells
Low Pressure
High Pressure
Lymphatic/Immune System
includes a network of vein-like
vessels and lymph nodes that
filter and return fluid (lymph) to
the bloodstream; fights disease
1.Lymph: consists of water, glucose
and white blood cells
2.Lymph nodes filter lymph, trapping
bacteria; makes white blood cells;
enlarge when fighting disease
3.Lymph moves through lymph
vessels by skeletal muscle
contraction
4. Connects to circulatory system
through lymphatic veins in the chest
that return the filtered fluid to the
bloodstream
Title: The Heart as a Pump
Purpose: To determine what
pulse rate tells you about how
the heart works and to
determine your heart rate before
and after exercise
Procedure: Count your pulse rate
before and after several
activities: Rest, After standing,
After jogging, After holding
breath, After raising arms in the
air.
Hypothesis: Which activity will
affect your heart rate the most?
Which will affect it the least?
Why?
2/2/11 Respiratory & Excretory Systems pg 131
Objective: To learn the
structure and function of the
respiratory and excretory
systems
Bell work: Put the terms in
the correct order from most
simple to most complex!
LUNG
ALVEOLI
ALVEOLAR CELL
RESPIRATORY SYSTEM
Organs of the Respiratory
System
1. Nose and Mouth (#1):
passageway into
respiratory system that
helps to warm air
2. Pharynx (#2) (Throat):
transports air, food,
and water, includes
parts of the trachea
and esophagus
3.Larynx (#3) (Voice
Box): vocal cords
are stretched across
larynx opening
4.Trachea (#4) (Wind
Pipe): carries air
from larynx to lungs.
Covered in cartilage
for protection
5. Bronchi/Bronchial
tubes (#5) : two
tubes split off from
trachea - one tube
goes to each lung.
Each tube splits
into tiny tubes
(bronchioles #7)
6. Alveoli (#6) (Air Sacks): tiny sacks in
lungs (#8) are surrounded by capillaries
(oxygen enters bloodstream and carbon
dioxide exits).
Breathing and Respiration
1.Respiration: Body obtains and
uses oxygen and removes
carbon dioxide & water
2.Two parts to respiration:
1.Breathing:
1.Inhale - Diaphragm muscle moves down/lungs
expand
2.Exhale - Air moves out
automatically
2.Cellular respiration:
chemical reaction that
uses oxygen to release
energy from food.
Respiratory Disorders
1. Asthma - irritants cause bronchioles to constrict
2. Pneumonia - bacteria cause bronchioles to become
inflamed with fluid
Excretory System:
collects wastes
produced by cells
and removes it
from the body.
Includes kidneys,
lungs, skin and
liver.
Organs of the
excretory/urinary system:
1.Kidneys: filter blood of
waste using tiny structures
called nephrons
2.Ureters: tubes that carry
urine from each kidney to
the urinary bladder
3.Bladder: stores urine until
it is released from the body
4.Urethra: carries urine
from the bladder to the
outside of the body
Title: Lung Capacity
Purpose: To
determine total,
residual, vital and tidal
lung capacities.
Procedure: Using a
balloon and a
conversion chart,
determine your tidal
and vital lung
capacity.
The amount (volume / capacity) of air in the lungs can be
measured several ways:
􀀩 TOTAL LUNG CAPACITY – the amount of air in the lungs
after a deep inhalation; The vital capacity plus the residual
volume
􀀩 RESIDUAL LUNG CAPACITY – the amount of air left in the
lungs after deep exhalation
􀀩 VITAL LUNG CAPACITY – the amount of air exhaled in one
breath; The maximum amount of air that can be forcibly
exhaled after breathing in as much as possible.
􀀩 TIDAL LUNG CAPACITY – The amount of air your lungs
hold during normal breathing; the amount of air moved in and
out of the body in one breath
Hypothesis: Which do you think will be larger: Tidal or Vital
lung capacity?
Procedure:
1. Measure your Tidal Capacity (NORMAL BREATHING)
a. Stretch a round balloon several times to stretch it out.
b. Inhale normally and then exhale normally into the
balloon.
c. Pinch the end of the balloon and measure its
diameter.
Record the data. See diagram:
d. Repeat for a total of 5 measurements. Record the
data.
2. Measure your Vital Capacity (BIG BREATH IN & OUT)
a. Repeat step 1 of this procedure and repeat for a total
of 5 measurements.
3. Use the graph below to convert the balloon diameters to
volume. Then record results in your data table.
2/4/11 Reproductive & Endocrine Systems pg 133
Objective: To learn the
structure and function of the
reproductive and endocrine
systems
Bell work: Put the terms in
the correct order from most
simple to most complex!
REPRODUCTIVE SYSTEM
UTERUS
EGG
UTERINE LINING
Reproductive System:
consists of endocrine
glands that control sexual
reproduction
1. Sexual Reproduction
involves the production of
egg and sperm
2. Egg and sperm join
together in fertilization
3. A fertilized egg is called a
zygote
4. The purpose of sexual
reproduction is to increase
the diversity of traits within
a species
Organs of the Male
Reproductive
System
1. Testes: Create
sperm and male
hormone called
testosterone
2. Penis: Carries
semen (mixture of
sperm and fluid)
from testes to
outside of body
Organs of the Female
Reproductive System
1. Ovaries: Create eggs
and female hormone
called estrogen
2. Fallopian tubes:
Carry eggs from
ovaries to uterus
3. Uterus: muscular
organ that houses
egg if it becomes
fertilized
4. Vagina: (birth canal)
muscular organ that
delivers the baby
Endocrine System: made of glands that release
chemicals (hormones) directly into the bloodstream
These chemicals control body activities and regulate
growth and development
Glands of the Endocrine System
1. Pituitary: “master” gland,
controls other endocrine
glands and controls growth,
water balance, and blood
pressure
2. Adrenal: produces
adrenaline, a chemical that
controls “flight or fight”
response
3. Pancreas: produces insulin
which regulates blood
sugar
4. Thyroid: regulates
metabolism (getting energy
from food)
5. Ovaries & Testes: release
sex hormones which
regulate puberty and
development
2/7/11 The Nervous
System
pg 135
Objective: To determine
the structure and function of
the nervous system.
Bell work: Put the terms in
the correct order from most
simple to most complex!
NERVE
NEURON
NERVOUS SYSTEM
SPINAL CORD
This is a dissection of the entire human nervous system, removed from
the body and left intact. The dissection was done by two students at the
Kirksville Osteopathic College in the 1920's. Courtesy of the Still
National Osteopathic Museum, Kirksville Missouri
Nervous System: receives
& responds to information
from inside and outside of
body; made up of the brain,
spinal cord, and nerves
1. Stimulus: any change
that brings about a
response (reaction)
2. Maintains homeostasis
Neuron: nervous system cell that carries nerve
impulse information; has three parts:
1. Dendrites: delivers impulse to cell body
2. Cell body: contains nucleus & organelles
3. Axon: carries impulse away from cell body
Nerve cells have a
space between
them called a
synapse. When a
message reaches
the end of a cell, a
chemical moves
across the synapse
of one cell to the
next, delivering the
“message”
The Nervous System is divided into two sections:
1. Central Nervous System (CNS): includes the
brain and spinal cord
A. Brain: control center of the body
1. Cerebrum: section that stores/interprets senses,
thoughts, memories, and controls movement
2. Cerebellum:
coordination and
balance
3. Brain stem: controls
involuntary muscles
(heartbeat, breathing,
& blood pressure,
etc.)
B. Spinal cord: links brain with body nerves,
controls reflexes. Protected by vertebrae
2. Peripheral Nervous
System (PNS): nerves
branch from CNS
(brain/spinal cord) to body
5 Senses: The nervous system responds to
stimuli such as light, sound, heat, chemicals or
pressure in your environment
B. Five senses:
1.Vision - Light stimulates rods (dim light) and cones
(colors) and sends impulse to brain.
Sometimes you can confuse the brain with illusions.
2. Hearing – ears gather
sound waves which
vibrate bones and fluid
that send impulse to
brain
3-4. Smell & Taste – molecules in air stimulate
nerve cells: olfactory cells - nasal passages,
taste buds - tongue
5. Touch - found in organs and skin.
Detect changes in pressure, pain,
and temperature.
“Olny srmat poelpe can”
I cdnuolt blveiee that I cluod aulaclty uesdnatnrd what I was
rdanieg. The phaonmneal pweor of the huamn mnid, aoccdrnig
to rscheearch at Cmabridge Uinervtisy, is it deosn’t mttaer in
what order the ltteers in a word are, the only iprmoatnt thing is
that the frist and lsat ltteer be in the rghit pclae. The rset can
be a taotl mses and you can still raed it wouthit a porbelm. This
is bcuseae the haumn mnid deos not raed ervey lteter by istlef,
but the wrod as a wlohe. Amzanig huh? Yaeh and I awlyas
tghuhot slpeling was ipmorantt!!
1. Why is it that the human brain is able to read the above
passage?
2. What do you think the above passage says about the
importance of spelling words correctly for human
understanding?
3. Do you think your language arts teachers would be swayed
into believing that spelling is unnecessary in their class? Why or
why not?
Title: Reaction Time
Purpose: To determine reaction time
by measuring how long you take to
catch a falling ruler.
Procedure: During two separate
tests, you will catch a falling ruler
released by your classmate using
your thumb and forefinger. In one
test, you will focus on catching the
ruler. In the other, you will be
distracted with doing multiplication
in your head while trying to catch
the ruler.
Hypothesis: Will your reaction
time be faster during normal
conditions or distracted
conditions? Why?
Directions: While a classmate holds the top end of a
ruler, place your thumb and forefinger close to, but not
touching, the zero-centimeter bottom end of the ruler.
When your partner releases the ruler, try to catch it as
quickly as you can using only your thumb and
forefinger. Record the number of centimeters the
ruler fell before you caught it under “Normal
Conditions”. Repeat three more times and record your
data in the table. Now, repeat the whole experiment
again (four trials) while you try to solve a multiplication
problem that your partner asks you. Again, record
your information in the table, this time under
“Distracted Conditions”. Use the table on the right to
convert centimeters to time in seconds and record that
in the table. Total ONLY the time in seconds and
determine your average reaction time for both
conditions. Switch places and repeat the whole
experiment. Answer the conclusion questions on a
separate piece of paper and turn in before you leave.
Conclusions:
• What is meant by reaction time?
• What is your average reaction time in seconds
under normal conditions (no distraction)?
Under distracted conditions?
• Under which condition (undistracted or
distracted) was your average reaction time
shorter? Why do you think this happened?
• Does any student have a reaction time of
zero? Why might this be an unusual thing?
• What is the stimulus in this experiment? What
is the response?