Transcript Science For Success PP

Elementary Science Leaders & Coaches
Meeting
Sept. 20 – 24, 2010
Resources for Science Fair Success
Students Using the Scientific Method
Correlated to the Elementary Science,
Mathematics, Engineering, and
Inventions Fair Handbook 2010-2011
Mary Tweedy
Science Curriculum Support Specialist
Division of Mathematics, Science, and Advanced Academics
1
Overview
Elementary Science Project Fair Resources

Hands-0n Inquiry Based Project: Reaction
Time!
• A Science Fair Project TE Planning Form
• A Science Fair Project Student Planning Form
A Science Fair Project Power Point Guide
 A Science Fair Project Power Point Template

2
Guided Inquiry
Reaction Time
Scientific Method









Do research on a topic
Identify a testable question
Form hypothesis
Design an experiment: identify the variables, gather materials,
& write procedures
Conduct the experiment
Collect and record data
Analyze data/results
Draw conclusions & make applications
Communicate the results
3
Step 1: Choose a Topic.






Get a notebook to record all information
collected for your project.
Do research to learn as much as you can
about the experiment topic.
Ask questions about your topic that you want
to answer and make sure you can observe
and measure data.
More research may be needed after you
decide what to investigate in your experiment.
Try the library and the internet.
Cite your sources in the Bibliography.
4
Topic: Human Reaction Time
to a Stimulus
stimulus
sensory neurons
Nervous
System
response
neurons
motor neurons
response time
5
What Does Reaction Time Involve?
Our body uses our 5 senses to recognize a change
outside or inside the body called a stimulus. Special
cells in the nervous system called neurons carry
messages to and from the brain and spinal cord.
Sensory neurons detect a stimulus. Then additional
neurons carry the message to the spinal cord and
brain. The brain interprets the information and decides
on an action. The message is carried back to the
motor neurons. They direct the muscles to carry out a
response. All of this happens in a fraction of a second.
6
This is measured as reaction time.
7
Step 2 Ask a Question



Identify a question that
can be answered by
performing an experiment.
An experiment is a set of
steps you follow to test a
hypothesis.
This question will be the
Problem Statement.
8
Problem Statement
Is the reaction time for your dominant
hand faster, the same or slower than
your nondominant hand?
9
Step 3: Make a Hypothesis



Look at the Problem Statement and
identify the one factor that can be
tested. This is the manipulated or
independent variable.
Form an idea or educated
prediction that can be tested by an
experiment.
Write down your Hypothesis: “If ….
then (this) will happen.”
10
Hypothesis
If the reaction time for both the dominant
hand and nondominant hand are tested,
then the reaction time will be faster for
the dominant hand.
11
Step 4: Plan the Investigation
Identify and record the factors that can affect
the results of the experiment under Variables.
1. Independent (manipulated) variable or the
factor that is changed in the experiment.
(See previous Step 3.)
2. Dependent (responding) variable or the data
to be collected during the experiment.
3. Constant / Control variables or all the factors
to be kept the same in the experiment.
12
Variables
Constant Variables:
Manipulated Variable:
Same ruler
Same drop and catch directions
Same partner
Same conversion chart
Dominant hand
Nondominant hand
Responding Variable:
Centimeter mark on ruler when caught
Reaction time in seconds
13
Step 4 Planning Continued





Write your procedures or the steps you will
follow in your experiment.
Each procedure step needs to be numbered.
Each step needs to begin with a verb.
These procedures will insure that all variables
are kept the same (constant) or controlled
except the one you are testing.
Figure out and collect the materials needed for
the experiment.
14
Materials
1 ruler with centimeter markings
two students to work as partners
Centimeters to Seconds Conversion Chart
15
Procedures
1.
2.
3.
4.
5.
6.
7.
Hold the ruler (partner 2) vertically with the 0 cm end facing down
while the other (partner 1) holds his or her thumb and pointer
finger from his or her dominant hand at the bottom of the ruler—
ready to catch the ruler when it is dropped.
Drop the ruler without warning (partner 2) and partner 1 tries to
catch it as quickly as possible with his/her dominant hand.
Observe the centimeter mark on the ruler where the ruler was
caught (use the mark closest to the bottom of the thumb). Record
the number.
Use the conversion chart to change the centimeter measurements
to a specific time in seconds. Record the time.
Repeat steps 1.-4. five more times and find the average.
Repeat steps 1. – 5. with your nondominant hand.
Change partner roles and repeat steps 1. – 6.
16
Step 5: Collect, Organize, and
Display Data







Start the experiment.
Observe and record the quantitative data
(numbers or measurements) collected
during the experiment on a data table.
Repeat the experiment three or more times
to confirm results.
Take pictures during the experiment.
Graph your data from all trials. (Dry Mix)
Display under Data.
Restate your data in a narrative form under
Results.
17
Data
Reaction Time in Seconds
Partner 1
Hands
Trial 1
Trial 2
Trial 3
Trial 4
Trial 5
Average
Dominant
.20
.235
.20
.24
.19
.21
Non
Dominant
.18
.21
225
225
175
.20
Partner 2
Hands
Trial 1
Trial 2
Trial 3
Trial 4
Trial 5
Average
Dominant
.225
.185
.195
.24
.19
.21
Non
Dominant
.22
.195
.17
.23
.165
.20
18
Data
19
Results
Data from the five trials shows that partner 1’s
dominant hand an average reaction time of .21
seconds and the nondominant hand an average
reaction time of .20 seconds.
Data from the five trials shows that partner 2’s
dominant hand an average reaction time of .21
seconds and the nondominant hand an average
reaction time of .20 seconds.
20
Step 6: Drawing Conclusions*



What was investigated? (Describe the problem
statement.)
Restate your hypothesis, and tell if it was
supported (true) or not supported (false).
What were the major findings? (Explain your
results.)
21
Conclusion
This purpose of this project was to investigate if the
reaction time for a person’s dominant hand is faster,
the same or slower than the nondominant hand.
It was hypothesized that the dominant hand would
be faster. The hypothesis was not supported. The
major findings showed that the dominant hand was
slower by an average of .01 of a second than the
nondominant hand. However, since .01 of a second
difference is so close, the results could be
considered inconclusive.
22
Step 7 Making Applications



What recommendations do you have for further
study and for improving the experiment?
Explain what you learned from your experiment
that could be applied in real life.
List any new questions that your experiment
lead you to ask that could be tested in a new
investigation.
23
Application
The project may have been improved by compiling and
reporting on a larger sample of the students’ reaction times.
The data collected by each pair of students completing a
project could be averaged together. If there are other classes
doing the same project, their data could also be used in
making a revised conclusion.
The findings from this investigation lead me to think that
although hand domination affects a person’s ability to do
specialized activities such as writing my name, it doesn’t
always affect reaction time to a stimulus in my day-to-day life.
On average do boys and girls of the same age have the
reaction time is a new question that could be investigated.
24
Step 8 Abstract and Bibliography






Describe your purpose and hypothesis.
Briefly describe your procedure.
Describe and explain your results.
Explain your conclusion and state if your
hypothesis was supported or not by the results.
Give possible reasons.
Write about your project’s applications.
List your bibliography of three or more sources.
25
Abstract
This purpose of this project was to investigate if the reaction time for
a person’s dominant hand is faster, the same or slower than the non dominant hand. It was hypothesized that the dominant hand would be faster.
A partner and I alternated dropping a ruler with the other catching a
ruler and observing the centimeter mark where the ruler was caught. A
conversion chart was used to change the centimeter mark to seconds.
The results showed that the dominant hand was slower by an
average of .01 of a second than the non-dominant hand. This did not support
the hypothesis. However, since .01 of a second difference is so close, the
results could also be considered inconclusive.
The project may have been improved by compiling and reporting on
a larger sample of the students’ reaction times.
The findings from this investigation lead me to think that although
hand domination affects a person’s ability to do specialized activities such as
writing my name it doesn’t always affect reaction time to a stimulus in my
26
day-to-day life.
Bibliography
“Home Connections: Act Fast!” Science and Children. National
Science Teachers’ Association, September 2003, pp. 53 – 54
www.SciLinks.org Keyword: Nervous System, code: SC090302
Oracle Think Quest:
http://library.thinkquest.org/3007/nervous.html
27
Communicate Your Inquiry
You can use the science fair blank
template to create a Power Point
presentation.
 You can duplicate your Power Point
presentation and display on a Science
Fair Project Board.

28
Guided Inquiry
Reaction Time
Scientific Method









Do research on a topic
Identify a testable question
Form hypothesis
Design an experiment: identify the variables, gather materials,
& write procedures
Conduct the experiment
Collect and record data
Analyze data/results
Draw conclusions & make applications
Communicate the results
29