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Lab 1 Catch Me, I'm Falling

This laboratory activity measures student reaction time by having them catch a ruler dropped from 50 cm above a table. Students work in pairs, with one student dropping the ruler and the other catching it between their thumb and forefinger without touching the ruler first. The distance the ruler falls before being caught is recorded over five trials for both students. The average distances are calculated and questions are answered about stimulus and response, situations where a short reaction time would help, and factors that could influence reaction time.

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81 views

Lab 1 Catch Me, I'm Falling

This laboratory activity measures student reaction time by having them catch a ruler dropped from 50 cm above a table. Students work in pairs, with one student dropping the ruler and the other catching it between their thumb and forefinger without touching the ruler first. The distance the ruler falls before being caught is recorded over five trials for both students. The average distances are calculated and questions are answered about stimulus and response, situations where a short reaction time would help, and factors that could influence reaction time.

Uploaded by

F E R N A N
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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COLLEGE OF THE HOLY SPIRIT OF TARLAC

High School Department


San Sebastian Village, Tarlac City
 
SCIENCE 7
BIOLOGY
  
NAMES & RATING:                                      SCORE: 
GRADE & SEC:             DATE:

Laboratory Activity No. 1


CATCH ME, I’M FALLING
I. Introduction
Sensitivity, or the ability to respond to a stimulus, is a basic characteristic of all living
organisms. The length of time for an organism to react after stimulus is called the reaction time.
For instance, imagine yourself riding a bicycle on a quiet street when a cat suddenly jumps along
your path. Your instant reaction to the situation would be to pull on your bike’s brake so you will
not hit the cat. The length of time that passes between the cat jumping in your way and your
pulling the brakes of the bicycle is your reaction time
II. Objectives
 Identify the parts and functions of the compound microscope.
 Demonstrate how to properly use a microscope in order to obtain good and reliable
result in an experiment.
 Examine and differentiate the structures found in plant cells and animal cells.

III. Estimated Time Frame.


40 minutes
IV.  Materials
 1 metric ruler with centimeter scale

V. Procedure
1. Work in pairs. Have your partner hold the metric ruler, positioned
vertically, 50 cm above the table. The zero mark should be near the
table.
2. Without touching the ruler, position your thumb and forefinger
around the zero mark as shown in the figure 1.
Figure 1.
3. Without giving any cue, your partner will drop the ruler between your
positioned thumb and forefinger. As soon as the ruler is dropped,
catch the ruler as fast as you can with your thumb and forefinger, not
with your entire hand. See figure 2.
4. In the answer sheet, record the distance (in cm) that the ruler falls.
This is equivalent to the mark in which your thumb and forefinger is
positioned upon catching the ruler. Record the distance in the answer
sheet under student A. Figure 2.

5. Do four more trials and record your results.


6. Compute for the average distance of the five trials.
7. Reverse roles with your partner and follow the same procedure. Record the results in the
answer sheet under Student B.

VI. DATA AND RESULTS


STUDENT A: STUDENT B:
Trial Distance the ruler falls (cm) Trial Distance the ruler falls (cm)

1 1
2 2
3 3

4 4
5 5
Average Average

VII. Post Laboratory Questions

1. What were the stimulus and response in the activity? (2 pts)

2. In what situations would a short reaction time be advantageous? Explain your answer.
(3pts)
3. What had to happen in your body for you to catch the ruler? (4pts)

4. a) Will the reaction time be affected if you use the hand that you rarely use to catch the
ruler(slower or faster reaction time)? b) if your heart is beating very fast (slower or faster
reaction time)? c) if your eyes are closed and you use your ears instead by hearing a “go”
signal from your partner (slower or faster reaction time)? Explain. (9pts)

5. How can reaction time be improved? (4pts)

VII. Conclusion/Generalization (what have you learned?)(8pts)

VIII. Picture of the Laboratory Activity (Evidence) (10 points)


Send it to google drive by section. Organize it by partner. [email protected]
LABORATORY ACTIVITY 1 RUBRIC

Catch me, I’m Falling


Description Score
 The questions are answered with great knowledge
Content,
and understanding about the experiment.
Organization, and
 The answers are accurate and precise. /50
grammar
 The data is presented in a manner that is organized
and easy to read
 Demonstrates very good knowledge of the lab
procedures.
Following  Gladly helps other students to follow procedures.
/20
Procedure  Thoroughly and carefully follows each step before
moving on to next step.

Time management  Members finish ahead of time with complete data


/10
and time to revise data
Neatness and  Clean and orderly workplace at all times during and
/10
Orderliness after the activity
Cooperative Work  Students demonstrate respect and use cooperation
with their peers during the experiment. Open to ideas /10
and show consideration for their differences.

Total /100
Conversion Table:
Distance Time
2 in (~5 cm) 0.10 sec (100 ms)
4 in (~10 cm) 0.14 sec (140 ms)
6 in (~15 cm) 0.17 sec (170 ms)
8 in (~20 cm) 0.20 sec (200 ms)
10 in (~25.5 cm) 0.23 sec (230 ms)
12 in (~30.5 cm) 0.25 sec (250 ms)
17 in (~43 cm) 0.30 sec (300 ms)
24 in (~61 cm) 0.35 sec (350 ms)
31 in (~79 cm) 0.40 sec (400 ms)
39 in (~99 cm) 0.45 sec (450 ms)
48 in (~123 cm) 0.50 sec (500 ms)
69 in (~175 cm) 0.60 sec (600 ms)

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