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Experiments on simple human responses, Essays (high school) of Biology

Biology

This is a grade 9 students biology lab report. The topic is about the human reaction. The speed at which people of different ages grasped a ruler was used to judge how quickly people of different ages reacted

Typology: Essays (high school)

2019/2020

Uploaded on 09/30/2020

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MYP Science 9.2
Name _______Clara Hong Qian Ying__________
Date:______21 May_________
Lab Report for Reaction time - Measuring your reaction time
BACKGROUND INFORMATION
This investigation is about reaction time. Reaction time is a time when you receive the
stimulus from outside and respond to it is time. Response is a behavior to stimuli sensory
receptors. It is the part of your body which can respond to stimuli. It depends on nerve
connections and signal pathways from tough, sight, sound, taste, smell to the brain
(Mackenzie, 2010). Reaction time is always a very interesting topic to me, and I am also
very curious about it. In daily life, some young children are always full of juice, but adults
are not. Work and life pressure make them very miserable, will their reaction become slow
as a result. On the other hand, some young teenagers in mid/high school, they also face
some study pressure. Will this pressure influence their reaction time? There is one way to
help us test reaction time in the lab is by measuring the time people catch a ruler dropped
with a partner.
Reaction time is very important in our daily life. Such as in some emergency situations
or many day to day activities. All of this needs a reaction quickly. Reaction time is the
measurement of the brain and nerves to react with the stimulus(Reaction Time, 2010).
I think my inspiration for this experiment was a YouTube video - FAllING RULER
EXPERIMENT (Kids Fun Science, 2020). This video is my reference for my perspective,
and the variables in here are to test different age groups of people. So I decided to follow
this video’s steps, and I will also use a chart to record the results and use Google sheets’
line chart to see the trend of the result. Compare the result, then use these consequences to
prove my hypothesis.
RESEARCH QUESTION
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MYP Science 9.

Name _______Clara Hong Qian Ying__________

Date:______21 May_________

Lab Report for Reaction time - Measuring your reaction time

BACKGROUND INFORMATION

This investigation is about reaction time. Reaction time is a time when you receive the
stimulus from outside and respond to it is time. Response is a behavior to stimuli sensory
receptors. It is the part of your body which can respond to stimuli. It depends on nerve
connections and signal pathways from tough, sight, sound, taste, smell to the brain
(Mackenzie, 2010). Reaction time is always a very interesting topic to me, and I am also
very curious about it. In daily life, some young children are always full of juice, but adults
are not. Work and life pressure make them very miserable, will their reaction become slow
as a result. On the other hand, some young teenagers in mid/high school, they also face
some study pressure. Will this pressure influence their reaction time? There is one way to
help us test reaction time in the lab is by measuring the time people catch a ruler dropped
with a partner.
Reaction time is very important in our daily life. Such as in some emergency situations
or many day to day activities. All of this needs a reaction quickly. Reaction time is the
measurement of the brain and nerves to react with the stimulus(Reaction Time, 2010).
I think my inspiration for this experiment was a YouTube video - FAllING RULER
EXPERIMENT (Kids Fun Science, 2020). This video is my reference for my perspective,
and the variables in here are to test different age groups of people. So I decided to follow
this video’s steps, and I will also use a chart to record the results and use Google sheets’
line chart to see the trend of the result. Compare the result, then use these consequences to
prove my hypothesis.

RESEARCH QUESTION

● How does reaction time change when the age groups are different?.

● How does reaction time change when the number of attempts are different?

● How does your reaction time improve with proficiency?

For this experiment, the independent variable is people’ ages, the dependent

variable is the people' response time which is the scale on the ruler when it

comes to catching a ruler that has been dropped. The stimulus in there is the

falling ruler. Once your eyes see the ruler falling, it will send the information

to your brain. The brain will pass the information as quick as it can to send

signals to your nerves. Then the motor neuron gives the order to the muscle of

your hand. So the hand will grasp the ruler falling.

HYPOTHESIS

My hypothesis in this section:
● The reaction time will decrease when the age is increased.
● The reaction time will improve in the new attempt.
● Your reaction time will be faster with the proficiency.
All of my hypotheses depend on an example experiment in YOUTUBE (Kids Fun
Science, 2020). So this video is my reference of the hypothesis.

VARIABLES

  • Independent Variable :
My independent variable in this experiment is volunteers’ age. So I just chose
people of different ages to do the reaction time experiment. It includes children,
young teenagers, adults, senior citizens to be my independent variable.
  • Dependent Variable:

My dependent variable is the participants' response time which is the scale on

the ruler when it comes to catching a ruler that has been dropped. How will I

measure? I just give each of them 4 chances to do it and record their test

data(scale) from the ruler.

  • Controlled Variable(s)

DIAGRAMS / PHOTOGRAPHS

（Figure 1）

（Figure 2）

（Figure 3）

METHOD/Method of Data collection and Analysis

Firstly, I will choose a group of people whose ages are different. However, because of the
influence of COVID-19’s quarantine. The experiment object is limited. I can only collect the data in
my home or some video experiment. In this case, I decided to choose four people who live together
with me. Which is my guardian 34 years-old, her two children 8 and 10 years-old, my roommates
16 years-old which is the same as me, and my guardian’s mom who is 70 years-old. Secondly I
started to choose the experiment object which is a 30 cm’s ruler. I will test their reaction time
according to the distance they hold their hands on the ruler. With the 0 scale down, the larger the
number, the slower the reaction time. Hold the ruler so that its bottom end is just between the
volunteer’s thumb and index finger. Without warning, release the ruler while the volunteer closes
his or her fingers as quickly as possible to hold on the ruler. Record how many inches the ruler fell
by looking where the volunteer holded the ruler. Use the chart below to determine the volunteer’s
reaction time. Repeat the procedure 4 times, recording each reaction time. Read off the scale next to
your thumb and try to test 4 times and I record my results in the table below(Raw data).
My recorded data’s way in here is accurate to two decimal places in each one, and the “none” in
here is no score (0) which means the volunteer did not hold the 30cm’s ruler. Afterwards I also use
a calculator to calculate the average number from each one. So it makes it more convenient to draw
a line chart. From the line chart, we can see the result more clearly.

RAW DATA

unwind a little bit then their next try can not be as well as the last one. From this point of

view, I found tension and familiarity can increase concentration and reaction time. In this

experiment, the stimulus is a falling ruler, this will test the speed of our hand-eye

coordination. It will also be influenced by surrounding, such as pressure. The first time you

did not do very well, it gives you to do better next time. Nevertheless, when you calm down

a little bit you will not do as well as the last time. So you will have stress again, then we can

see most of the fourth chance will be better than the third chance. As I also found there are

two people’s data trends that are very similar. They were both the slowest of the two groups

also the youngest and the oldest in the whole group. Both of them got one “none” and they

didn’t do very well the first time, but the second time it looks better and the third time also

slower. The last time also became worse. From what has been discussed above，I think this

is characteristic of people who are slow in response time.

EVALUATION

As a result, I found that my hypothesis “The reaction time will decrease when the age is
increased.” is correct. Through comparing the average number use line chart in “raw data”. In “The
reaction time will improve in the new attempt.” and “Your reaction time will be faster with
proficiency.” I think I am also correct, because I found that tension and familiarity can increase
concentration and reaction time.
On the other hand, I think the method I chose for this experiment still has some limitations and
weaknesses. At first, I didn't choose enough people, so some of the data doesn’t make sense. They
need more comparison groups. It is also my weakness in this section. So I will also reference more
videos or experiment steps more on the internet next time.

IMPROVEMENTS TO METHOD AND FURTHER EXTENSION

All in all, I think that I still have a lot of things to improve next time. Although I did not prove
enough for this time , such as “How does your reaction time improve with proficiency?” I still
need more groups of data so that I can prove it correctly more. It is the one I need to improve next
time. In my experiment, I think I can set up more variables next time, it will be more interesting
next time.

Reaction time is a measure of how quickly an organism can respond to a particular

stimulus. Reaction time has been widely studied, as its practical implications may be of

great consequence. So I think it is something worth learning.

BIBLIOGRAPHY

1. Reaction Time (2010). Education.com. [online] Education.com. Available at:
https://www.education.com/science-fair/article/reaction-time/ [Accessed 24 May 2020].
2. Mackenzie, B. (2010). Reaction Time and Reaction Speed Drills. [online]
Brianmac.co.uk. Available at: https://www.brianmac.co.uk/reaction.htm [Accessed 24
May 2020].
3. Kids Fun Science (2020). Reaction Time: The Ruler Drop Test Experiment (muscle
memory / science project). YouTube. Available at:
https://www.youtube.com/watch?v=kwXr8odzDvY [Accessed 24 May 2020].
4. All-science-fair-projects.com. (2020). Science Fair Projects - A comparison of response
time across genders - the “Ruler drop test.” [online] Available at:
http://www.all-science-fair-projects.com/project1115_40.html [Accessed 25 May 2020].

Criterion C: Processing and evaluating

Level Achieved

Limited
You are able
to:
Adequate
You are able
to:
Substantial
You are able to:
Excellent
You are able to:

C.i present collected and transformed data collect and present data in numerical and/or visual forms correctly collect and present data in numerical and/or visual forms correctly collect, organize and present data in numerical and/or visual forms correctly collect, organize, transform and present data in numerical and/or visual forms C.ia Transform data attempt to process raw data correctly process raw data in a form suitable for visual representation for further analysis, including a correct best-fit line graph and/or relevant calculations C.ib Organize & Present data attempt to organize and present tables, graphs and/or calculations where applicable but with many and/or major errors and/or omissions organize and present tables, graphs and/or calculations where applicable with some errors and/or omissions organize and present tables, graphs and/or calculations where applicable in a suitable format: sequence & spacing titles, units, etc decimal places consistent with precision of equipment

C.ic Graphing make a limited attempt to present data in a graph attempt to present data in a graph with many and/or major errors and/or omissions in one or more of the following… graph type graph plots TAILS (Title, Axis, Increments, Labels & Scale) no best-fit line present data in a graph with a few errors and/or omissions in one or more of the following… graph type graph plots TAILS (Title, Axis, Increments, Labels & Scale) best-fit line correctly present data in a graph, including… logical & correct graph type (e.g. bar, line, scatter, etc) correct plotting correct TAILS (Title, Axis, Increments, Labels & Scale) correct best-fit line included where appropriate C.ii interpret data and explain results accurately interpret data accurately interpret data and describe results accurately interpret data and describe results using scientific reasoning accurately interpret data and describe results using correct scientific C.iii evaluate the validity of a hypothesis state the validity of a hypothesis with limited reference to a scientific investigation state the validity of a hypothesis based on the outcome of a scientific investigation outline the validity of a hypothesis based on the outcome of a scientific investigation discuss the validity of a hypothesis based on the outcome of a scientific investigation C.iv evaluate the validity of the method state the validity of the method with limited reference to a scientific investigation state the validity of the method based on the outcome of a scientific investigation outline the validity of the method based on the outcome of a scientific investigation discuss the validity of the method based on the outcome of a scientific investigation C.v explain improvement s or extensions to the method state limited improvements or extensions to the method state improvements or extensions to the method that would benefit the scientific investigation outline improvements or extensions to the method that would benefit the scientific investigation describe improvements or extensions to the method that would benefit the scientific investigation

Criterion C: Processing and evaluating 8

Level Achieved

Limited You are able to:

Adequate You are able to:

Substantial You are able to:

Excellent You are able to:

C.i present
collected
and
transformed
data
  • • collect and present data in numerical and/or visual forms - correctly collect and present data in numerical and/or visual forms - correctly collect, organize and present data in numerical and/or visual forms - correctly collect, organize, transform and present data in numerical and/or visual forms C.ia Transform data
  • make a limited attempt to process raw data
  • attempt to process raw data in a form suitable for visual representation for further analysis but with many and/or major errors and/or omissions
  • process raw data in a form suitable for visual representation for further analysis, including a correct best-fit line graph and/or relevant calculations, with some errors and/or omissions
  • correctly process raw data in a form suitable for visual representation for further analysis, including a correct best-fit line graph and/or relevant calculations C.ib Organize & Present data
  • make a limited attempt to organize and present tables, graphs and/or calculations where applicable
  • attempt to organize and present tables, graphs and/or calculations where applicable but with many and/or major errors and/or omissions
  • organize and present tables, graphs and/or calculations where applicable with some errors and/or omissions
  • organize and present tables, graphs and/or calculations where applicable in a suitable format:
  • sequence & spacing
  • titles, units, etc
  • decimal places consistent with precision of equipment C.ic Graphing
  • make a limited attempt to present data in a graph
  • attempt to present data in a graph with many and/or major errors and/or omissions in one or more of the following…
  • graph type
  • graph plots
  • TAILS (Title, Axis, Increments, Labels & Scale)
  • present data in a graph with a few errors and/or omissions in one or more of the following…
  • graph type
  • graph plots
  • TAILS (Title, Axis, Increments, Labels & Scale)
  • best-fit line
  • correctly present data in a graph, including…
  • logical & correct graph type (e.g. bar, line, scatter, etc)
  • correct plotting
  • correct TAILS (Title, Axis, Increments, Labels & Scale)
  • correct best-fit line included where appropriate
  • no best-fit line
C.ii
interpret
data and
explain
results
  • • interpret data - accurately interpret data and explain results - accurately interpret data and explain results using scientific reasoning - accurately interpret data and explain results using correct scientific reasoning
C.iii
evaluate the
validity of a
hypothesis
  • • state the validity of a hypothesis based on the outcome of a scientific investigation - outline the validity of a hypothesis based on the outcome of a scientific investigation - discuss the validity of a hypothesis based on the outcome of a scientific investigation - evaluate the validity of a hypothesis based on the outcome of a scientific investigation
C.iv
evaluate the
validity of
the method
  • • state the validity of the method based on the outcome of a scientific investigation - outline the validity of the method based on the outcome of a scientific investigation - discuss the validity of the method based on the outcome of a scientific investigation - evaluate the validity of the method based on the outcome of a scientific investigation
C.v explain
improvemen
ts or
extensions
to the
method
  • • state improvements or extensions to the method - outline improvements or extensions to the method that would benefit the scientific investigation - describe improvements or extensions to the method that would benefit the scientific investigation - explain improvements or extensions to the method that would benefit the scientific investigation