The period can be divided into 2 parts. Half or more of the period can be devoted to Part A.
Remind students that they should have uploaded on their google drive notebook:
- A suitable question about some aspect of the pulse rate data.
- Appropriate and correctly designed and plotted graphs that address the question. (clear pictures of hand drawn graphs or digital graphs)
- An interpretation of the findings. Discuss what pulse is and how/why pulse rate seems to be affected or not affected by the aspects examined. Be sure to demonstrate relevant knowledge of the circulatory system in your interpretation. Also discuss how the data relate to the idea of the human as an “integrated organism.”
Have students share and discuss graphs, findings, and interpretations.
Students can project from their ipads.
What seems to be consistent? What surprises did students find? What follow up experiments might clarify questions?
Do a search for articles that examine posture and pulse rate. You might also see another measure called “blood pressure.” What do you think blood pressure is? How might it be measured? What do the articles say about the effect of posture, exercise, medication, etc. on blood pressure?
Have students share and explain how they have decided to present some aspect of pulse data creatively.
Record your notes and your findings in your digital science notebook.
Search for illusions (optical, auditory, tactile). Keep a record of the sources. What can you find out about the authors? Did the authors invent or create the illusions or have they copied them from somewhere else.
Describe and be able to demonstrate a least three illusions. What does the “success” of the particular illusions you select reveal about how human senses and the brain work?
A few starting points (find others):
Illusions–optical and auditory
Neuroscience for Kids (Chudler at University of Washington)