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Adapting for ICT Access to internet to find reaction times Access to statistics software to produce graphs Introduction/Background Liz Halliday, the first female racing driver to win a leg of the British GT championship has a reaction time of 260 milliseconds. An average person reacts in 300 milliseconds. Fast reactions give athletes the competitive edge in many different sports. If your reaction time is 100 milliseconds faster than other runners then you could be 100 milliseconds ahead of them at the blocks. You might like to look at some of the recent running or car rally results to support a discussion on why fast reactions are important to athletes, see  HYPERLINK "http://condellpark.com/kd/reactiontime.htm" http://condellpark.com/kd/reactiontime.htm and  HYPERLINK "http://en.wikipedia.org/wiki/100_meters" http://en.wikipedia.org/wiki/100_meters. Reaction times are particularly important for a rally driver as they need to react many times and at top speeds so their total time advantage could be large. Problem How good are my reactions compared to other students? This question is deliberately very vague. Discuss what good means: Is it the best reaction time, one of the top 10 or in the top 10%? Who are the other students? Are they students from your class, your school, from the CensusAtSchool database? Plan Encourage students to make a prediction about their reactions. Decide how you will collect data whether you will measure reaction times manually (catching the ruler) as a class, use reaction times on CensusAtSchool, in which case students will need to log in to the site and use the timer in the survey (go to survey questions to access this) or use another website such as  HYPERLINK "http://getyourwebsitehere.com/jswb/rttest0.1.html" http://getyourwebsitehere.com/jswb/rttest0.1.html Students will need some opportunity for practice. Data  For catch the ruler data, the student worksheet has space for three times. To do this one student holds a ruler directly above the test students fingers and thumb. The ruler is released and the test student closes their hand. Record the distance fallen by the ruler, i.e. measure the distance between the edge of the index fingers to the bottom of the ruler. Use the table provided to convert the catch distances to times. If the distance is missing from the table, use the formula to calculate the time. Catch Distance (cm) Reaction time (ms) Catch Distance (cm) Reaction time (ms) If you need to find a value not on the table you can use the following formula to find the reaction time  EMBED Equation.3  5 101 18 192 6 111 19 197 7 120 20 202 8 128 21 207 9 136 22 212 10 143 23 217 11 150 24 221 12 156 25 226 13 163 26 230 14 169 27 235 15 175 28 239 16 181 29 243 17 186 30 247 Analysis  Students could use technology to produce graphs of the data. Question 1: When students look at the data table they should notice features like largest or smallest measurements, modes. A row stands for the measurements of one person. Question 2: specific to the sample Question 3: specific to the sample Question 4: The median reaction time is an average time, which is less likely to be affected by other factors. During the slowest time the student may have been distracted, to achieve the fastest time they may have anticipated the reaction button or ruler being dropped. The median time is the fairest, most representative of their actual reaction time. Question 5: Encourage students to create their own graphs rather than telling them which graphs to use, so they have ownership of the discovery process. They may use dot plots, bar graphs. They might use words such as clump, bump, wide, clustered, most frequent, bimodal, spread out, gaps, and outlier. Question 7: e.g. My reaction time is in the top third of the sample. This means that in the sample of 15 students I was faster than at least 10 students. I was faster than most students. Only a few students were faster than me. Question 8: The drivers time should be plotted to the extreme left (lowest time). Their data point will be an outlier as their reaction time is extremely quick. Question 9: e.g. hunger levels, more alert/less tired, video gamer, natural ability/genetics, gender, practice. Question 10: This question could be used as basis for the next lesson. You could ask students to make a prediction. Question 11: Dependent on the question e.g. eye colour. If they remembered who the students were that they measured in this lesson then they would only need to ask for this additional information to answer the question. Conclusion Students conclusions should relate back to their original question. They should also mention any features they had noticed or wondered about. They could talk about the mode, the shape of the graphs, where their data point is, in relation to other data, where the rally driver is, other outliers and reasons for these observations. Some useful sentence starters are provided to help students construct a conclusion. Here are some useful sentence starters for the conclusion. The sample I took consisted of (Who was in the sample?) The data in this sample suggests that From the xxx graph it can be seen that The average reaction time was My reaction time placed me (Where were you compared to the sample?) The data lie between (top and bottom values) The data showed that for this sample most students In response to the problem How good are my reactions compared to other students, I can conclude that Lesson Vocabulary: here is a list of the interesting words used in this lesson. You may wish to write them on a chart, enlarge and photocopy or get students to add into their mathematics books. reaction compare spread distribution data table majority investigate row analysis investigation predict mode frequent factor median justify percent outlier rally Reflection How effective were the sentence starters in helping the students write evidence-based conclusions? To extend this activityStudents could be encouraged to consider other variables that might affect reaction times, such as left or right handedness, gender, eye-sight, amount of sleep the night before, sport and music interests and gather data about these to enrich the investigation. 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