Reaction Time: "Quick Communication" Page 2
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PROCEDURE
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Though this method for measuring reaction time is theoretically
possible, it is simply too difficult to measure our reaction times manually.
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Introduce students to the distance time chart created by scientists.
Discuss that we will be using this chart instead of calculating reaction
times ourselves. We are able to use this chart since we know that all
objects fall at the same rate in the absence of wind resistance (Galileo's
Law).
•
Discuss the use of milliseconds on the distance time chart. Ask students
how many milliseconds are in one second. Ask students to brainstorm
what they can react to in less than a second. Ex: pulling a hand quickly
away from a hot object.
Explain (30 minutes) Reaction Time Experiment
•
Review technique/methods for measuring ruler catch distances. Stress
the importance of standardization.
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Students should round up to the first whole number above their
finger/thumb every time they take a measurement. Also, students should
keep the same distance between their finger and thumb and the ruler each
time they take a measurement.
•
Review the distance time chart and how to calculate reaction times.
•
Distribute the reaction time worksheets and complete the top portion on
recording data with the students.
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Before beginning the experiment, students make predictions regarding
which hand will be better at catching the ruler (faster). Teachers can use
this opportunity to reinforce prediction/hypothesis formation. “How is a
prediction different from a guess?”
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Students work in pairs to practice catching the ruler and determining
their reaction times.
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E x p l a i n to students that they will each have the opportunity to catch the
ruler 3 times (each hand). Then they will record the 4th catch distance
and reaction time for each hand. They will record these measurements
on their worksheet as their official reaction times.
* If students are able, the three trial catch distances can be averaged
to determine a more accurate estimate of reaction time. This is a good
opportunity to introduce averaging if this topic is new to students.
•
Distribute rulers and begin experiment.
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Students conclude by reflecting on whether their prediction
was correct or incorrect and why.
Grade 4: Reaction Time Unit
UNC-CH Brain Explorers
May be reproduced for non-profit educational use only. Please credit source.
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