SCIENCE PROJECT FORM - Miami-Dade County …science.dadeschools.net/elementaryScienceFair/documents... · Web viewAsk students to state the new question that will be investigated

Teacher Guide Suggested Time: 3 to 4 Days

Use with the power point: Resources for Science Fair Project Success: Students Using the Scientific Method

Grab It! (Human Reaction Time Needed to Catch a Ruler)

Directions:

Day 1

1. Review the steps to the Scientific Method. Ask what is the first step? (Do research.)

2. Use the article from Science & Children magazine in the Sept. 2003 on pp. 53-54, Home Connection: Act Fast! by Kathleen Damonte that is included in this packet to present background knowledge (research) on the human body's reaction time. Read and discuss the article together. Have students take notes on key facts. Also the ScienceSaurus Handbook can be used to learn more about the Nervous System. The site: http://faculty.washington.edu/chudler/bex/4rt1.pdf provides a lesson plan, Reaction Time: Catch a Ruler, that connects reaction time and the concept of gravity. You can use a search engine for additional sites. Discuss each if applicable and document under the List of Resources.

3. Use the activity on Home Connections p. 54 Grab It! to continue background information. Students can work with a partner to measure their own reaction time and compare it to their partners.

4. After the activity on p. 54 is completed, discuss the questions on the bottom of the page. Brainstorm a new question to test on reaction time to complete Step 2 of the Scientific Method. (Ask a question.)

5. Discuss what is meant by dominant and nondominant. Ask students to think about how we could use the last bullet under Questions as a new question to investigate.

6. Pass out the SCIENCE PROJECT PLANNING FORM

7. Facilitate the steps of the Scientific Method with students as the project is completed together. If possible, use with the power point: Resources for Science Fair Project Success: Students Using the Scientific Method. (See PP slides 3-5.)

8. Have students write a brief summary of the background information (research) learned about the nervous system and reaction time in the Do Research to collect background information section. If more space is needed, then use notebook paper and attach it.

9. Help students document their research.

List of Resources: (internet sites, books, magazines, newspaper articles, etc.) Home Connections: Act Fast! Science and Children magazine

By Kathleen DamontePublisher: National Science Teachers’ AssociationSeptember 2003, pp. 53 -54

ScienceSaurus Handbook Oracle Think Quest: http://library.thinkquest.org/3007/nervous.html

10. Ask students to state the new question that will be investigated from the earlier reaction time experiment and then form a hypothesis. (See PP slides 6-9)

Problem Statement: (It is written in the form of a question.)

Is the reaction time for your dominant hand faster, the same or slower than your nondominant hand?

Hypothesis (An educated guess of what you think will happen. First identify the manipulated and responding variables.)

If the reaction time for both the dominant hand and nondominant hand are tested, then the reaction time will be _____________________________.

Day 2

11. Work together to plan the experiment. (See PP slides 10-13.) Set up the Experiment Design

Variables:

Manipulated / Independent Variable (What do I change?)

Dominant handNondominant hand

Responding / Dependent Variable (What data do I collect?)

Centimeter mark on ruler when caught

Reaction time in seconds

Controls /Constant Variables (What do I keep the same in the experiment?)

Same ruler Same partner

Same drop and catch directions

Materials (Use metric measurement tools and list in column form.)

1 ruler with centimeter markingsTwo students who work as partnersCentimeters to Seconds Conversion Chart

12. Guide student in the writing of the procedures. Go over the requirements. Students can use the directions from the Home Connection Grab It! activity as a resource. Have students review these steps to see if they are numbered (yes) and begin with verbs (no). Ask them to tell you what we can use from those directions in our new investigation and what needs to be changed and/or added. An example of procedures is listed below.

Procedures (See slide #14: Use a step by step numbered list. Each step should also begin with a verb.)

1. 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.

2. Drop the ruler without warning (partner 2) and partner 1 tries to catch it as quickly as possible with his/her dominant hand.

3. 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.

4. Use the conversion chart to change the centimeter measurements to a specific time in seconds. Record the time.

5. Repeat steps 1. – 4. with your nondominant hand.6. Repeat steps 1.- 5. four more times and find the average.7. Change partner roles and repeat steps 1. – 6.

13. Ask students what is needed before they can begin the experiment? (Design a Data Table to keep track of Results. Discuss the Data Table from the Home Connection Grab It! activity. Ask how it can be modified to use in our new investigation. Slide #: 15)

Data: (See Conversion Chart on p. 54 from Home Connections: Grab It! Activity.

Centimeter Measurement where the Ruler was CaughtPartner 1 Hands

Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Average

DominantNonDominant

Reaction Time in SecondsPartner 1 Hands

Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Average

DominantNonDominant

Centimeter Measurement where the Ruler was CaughtPartner 2 Hands

Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Average

DominantNonDominant

Reaction Time in SecondsPartner 2 Hands

Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Average

DominantNonDominant

14. You may need to review with students how to find the average (mean) for the five trials. Now say, you’re ready to conduct the Experiment. If possible, take pictures to document the experiment. You can remove the data on slide # 18 and display one group’s data from your class data

15. Students need to make a graph to display the data collected and recorded on above data table. Students can draw their own or use word or power point tools to create one. (See slide # 19 for a sample.)

16. Ask students to think about how to explain your results in words. Guide students through the process. (See below.)

Results: (Record collected data from the experiment in a narrative summary form. See slide # 20.)

Data from the five trials shows that Partner 1’s dominant hand an average reaction time of __ seconds and the nondominant hand an average reaction time of __ seconds.

Data from the five trials shows that Partner 2’s dominant hand an average reaction time of __ seconds and the nondominant hand an average reaction time of __ seconds.

17. Guide students through the questions that need to be answered to complete the Conclusion. (See slide # 21.)

Conclusion: Answer the following questions to complete the Conclusion:1. What was investigated?2. Was your hypothesis supported by the data? (Answers will vary.)3. What were the major findings? What were the major findings?

The purpose of this experiment was to investigation if the reaction time for a person dominant hand is faster, the same or slower than their nondominant hand. It was hypothesized that ________________________________________________________The hypothesis was (not) supported. The major findings show _____________________ ______________________________________________________________________________________________________________________________________________

18. Guide students through the questions that need to be answered to complete the Application. (See slide # 23.)

Application: Answer the following questions to complete the Application:

How can the investigation be improved? (Answers will vary.)1. What were the major findings? (Answers will vary.)2. How can you use the findings from this investigation in your day-to-day life? (Answers

will vary.)3. What new questions has your experiment lead you to ask that could be tested in a new investigation. (Answers will vary.)

Answers will vary: This investigation could be improved by compiling and reporting a larger sample of the students’ reaction times. The data collected by each pair of students in the classroom could be averaged together. If there are other classes doing the same investigation, their data could also be used in making a revised conclusion. Thesefindings can be used in a person’s everyday life ________________________________________________________________________________________________________________________________________________________________A new question that could be investigated could be if boys and girls as have the same or different reaction times?

19. Help students see that the Abstract is just a written summary of their science fair project including the following criteria. (See slide # 25.)

Day 3

Abstract Write three or more paragraphs. Include what was being investigated and the hypothesis. Write about the procedures followed in the investigation. Include information on the data and conclusions reached. Last write about your project’s applications.

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20. Edit the List of Research from the first page information to complete the bibliography below. There should be three or more sources.

Bibliography

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