Angle of Vision - Free Essay Example

Sample details Pages: 19 Words: 5750 Downloads: 1 Date added: 2017/06/26 Category Biology Essay Type Dissertation Level High school Did you like this example? RESEARCH QUESTION: DOES THE CHANGE IN THE ANGLE OF VISION (FROM STRAIGHT TO PERIPHERAL) EFFECT THE TIME TAKEN TO DETECT MOTION AND COLOR IN HUMANS? ABSTRACT: The research question of my study is â€Å"Does the change in the angle of vision (from straight to peripheral) effect the time taken to detect motion and color in humans?† 25 students in the age group of 16-18 years were selected for the first experiment conducted for detecting color. This was performed with the help of an experiment online at the site www.humanbenchmark.com. A chart marked with different angles of vision (0, 30, 60 and 90) was placed behind the computer screen. Don’t waste time! Our writers will create an original "Angle of Vision" essay for you Create order The student sitting in front of the screen had to click the mouse when the screen turned green and the time recorded was displayed. Another experiment with the same group of students was done to detect motion. A similar chart as above was placed on the wall and the student was asked to catch a 30 cm ruler dropped by another student at different degree of angles. The distance obtained was converted into time using an appropriate graph. A two-tailed ‘t test was conducted. The calculated ‘t values were found to be higher than the table ‘t value at 48 degree of freedom. So the positive hypothesis was accepted for both color and motion. Comparison of ‘t values for color and motion at all degree of angles shows that positive hypothesis can be accepted. When the angle changes from 0 to 90 the time taken to detect color and motion increases. This means that change from straight to peripheral vision leads to increase in time taken for detection of both color and motion. The time taken for detecting color is more than the time taken to detect motion at all angles of vision. This means that humans are able to detect motion better than color at all angles of vision (from straight to peripheral). CHAPTER 1: INTRODUCTION: 1.1: RESEARCH QUESTION: DOES THE CHANGE IN THE ANGLE OF VISION (FROM STRAIGHT TO PERIPHERAL) EFFECT THE TIME TAKEN TO DETECT MOTION AND COLOR IN HUMANS? 1.2: WHY I CHOSE THE TOPIC? The human eye has always been a very intricate structure to understand and as a student of biology I have always wished to study the structure in detail. I have sought after finding out how such a small organ can be very vital for a human being and help them in their everyday life as it is estimated that 2/3rd[1] of the information registered in the brain is due to the eye and also to know whether seeing from the corner of the eye is possible and if it is so, to what degree is it possible. 1.3: BACKGROUND RESEARCH: 1.31: RETINA: The retina being the innermost layer of the eye covers 4/5th of the rear of the eye and has the light-sensitive receptors which are rods and three types of cones: S (?) 400-500 nm, M (?) 450-630nm, L (?) 500-700nm 1.32: RODS AND CONES: The image above[2] shows the structure of a rod and a cone. Rods and cones have specific pigments on their tips used for light absorption and image formation. The receptors also contain transmembrane proteins called opsin and also retinal[3] which is a prosthetic group and they are derivatives of vitamin A. Rods record images of the shades of grey and they respond only in dim light and therefore the rods work at night. Rods do not respond to color, which is why there is difficulty in viewing colors in the dark. Also they are highly sensitive to low intensity light[4] and have a pigment called rhodopsin (gene present on chromosome 3)[5] or visual purple, which renew mainly in the dark. Rods are used to get images from the peripheral vision, which is why the image received by the rods is not very sharp. Rods are not concentrated in only one part of the retina like the cones. Since rods are sensitive to dim light, faint objects are seen more clearly from a peripheral vision. Cones record color images and are abundant in the fovea centralis and work mainly in bright light[6] and therefore work during the day and cones have three types of pigment called cyanolabe, chlorolabe and erythrolabe[7] which absorb blue, green and red light respectively. These pigments are renewed at a greater speed than the pigments on the rods. Each eye has approximately 120 million rods and 6-7 million cones[8]. Both rods and cones have vitamin A along with their other pigments, which is why deficiency of vitamin A will result in blindness. The intensity of light affects the rods and cones to a great extent as they function only according to the light provided. It is due to the cones that we are able to see more than 200 colors[9]. The cones are mainly gathered around the macula lutea otherwise called macula, which helps in giving very precise and sharp images of scenes at which the eye is directly aimed especially in bright light, as cones do not function in dim light. The fovea is not supplied with blood vessels like the rest of the retina which helps the cones to form as sharper image as there is no disruption in the vision and perceiving of the image whereas the rest of the retina is richly supplied with blood vessels which is why the image is not very sharp and is slightly disrupted. Color blindness is one of the diseases that occur when the pigments present in the cones are in an abnormal state. 1.33: HOW DO WE DETECT COLOR: The ventral stream[11] (purple) is important in color recognition. The dorsal stream[12] (green) is also shown. They originate from a common source in the visual cortex. Visual information is then sent back via the optic nerve to the optic chiasm: a point where the two optic nerves meet and information is sent to the other side of the brain. A given cell that might respond best to long wavelength light if the light is relatively bright might then become responsive to all wavelengths if the stimulus is relatively dim. Some scientists believe that a different, relatively small, population of neurons may be responsible for color vision. These specialized neurons have receptive fields that can calculate the cone ratios. A physical color is a combination of pure spectral colors[13] in the visible range. Since there are many distinctly visible spectral colors, the set of the physical colors can be imagined as an infinite-dimensional vector space. In general, there is no such thing as a c ombination of spectral colors that we perceive; instead there are infinitely many possibilities. An object that absorbs some of the light reaching it and reflects the rest is called a pigment. If some wavelengths in the range of visible light are absorbed more than others, the pigment appears to us to be colored. The color perceived by us is not simply a matter of wavelength; it depends on wavelength content and on the properties of our visual system. The light that falls on the retina for straight vision is observed by the rods and cones and is sent to the optic nerves as electrical impulses and it reaches the brain after which it is sent back and we perceive the image brought by the impulse. For peripheral vision, the cones mainly perceive the light that falls on the retina and the impulse is sent through the optic nerve. The processing of the pathway of light is the same the main difference being that in straight vision, both perceive the light whereas in peripheral vision, it is the rods that work more when compared to cones. 1.34: HOW DO WE DETECT MOVEMENT: Rods are responsible for the detection of motion. These cells in the retina convert the light into electrical impulses. The optic nerve sends these impulses to the brain where an image is produced.[14] Therefore, motion is detected well with rods since it is primarily rod vision. 1.35: TYPES OF VISION: a) PERIPHERAL VISION: It is the side vision of a human that enable us to see movement. The main functions of peripheral vision are:[15] 1. Recognition of well-known structures and forms with no need to focus by the foveal line of sight. 2. Identification of similar forms and movements (Gestalt psychology laws) 3. Delivery of sensations that form the background of detailed visual perception. b) STRAIGHT VISION: This type of vision is experienced by the cones as it occurs when the object is right in front of the person at an angle of 0. CHAPTER 2: METHODOLOGY: 2.1: HYPOTHESIS: 1: 1. NULL HYPOTHESIS- The change in angle of vision from straight to peripheral has no effect on the time taken to detect color and motion in humans. 2. POSITIVE HYPOTHESIS-The change in angle of vision from straight to peripheral has an effect on the time taken to detect color and motion in humans. 2.2: EXPERIMENT: To determine the time at which color and motion can be detected at different angles of vision. 2.3: VARIABLES: INDEPENDENT VARIABLE: Angle of vision DEPENDENT VARIABLE: Time taken to detect color and motion CONTROLLED VARIABLE: Age group of students 2.4: MATERIALS: 1. A 30 cm ruler 2. Angle chart 3. Graph that converts cm to time PROCEDURE FOR DETECTING MOTION FOR DIFFERENT ANGLES OF VISION: PART A: 1. 1. People selected for this experiment were all students from grade 12, age group 16-18 years. 25 such people with no defect in vision were selected for this experiment. 2. Make an angle chart. Hold the ruler in front of the person experimenting and ask the person to look straight with a 0 ° angle based on the diagram given above. 3. From the angle at which the person is standing, hold the rulers and then without telling the person, drop the ruler. 4. Mark the cm at which the person catches the ruler and calculate the time at which the person reacted by using a graph, refer to Appendix A, which converts cm to time. 5. Make the person sit and observe the chart at different angles of 0 °, 30 °, 60 ° and 90 ° on either side. 6. Repeat the experiment for all angles and note the distance on the ruler. PROCEDURE FOR DETECTING COLOR FOR DIFFERENT ANGLES OF VISION: PART B: 1. People selected for this experiment were all students from grade 12, age group 16-18 years. 25 such people with no defect in vision were selected for this experiment. 2. Make the person concentrate on the screen of the computer at one angle at a time. 3. Set up the experiment as shown in the diagram given above. 4. Set up the screen from the online site www.humanbenchmark.com[16] for the experiment. 4. Make one student sit and observe the screen at 0 ° angle for straight vision. 5. Explain the procedure to the person has to concentrate on the screen and click as soon as he/she sees the green colored box. 6. Record the time that appears on the screen. 2.5: ERRORS, SIGNIFICANCE AND IMPROVEMENTS: ERRORS SIGNIFICANCE IMPROVEMENTS 1. It is not very frequently seen that a computer makes a mistake but it is possible. In this case the readings will be different and it will affect the average. There is no improvement as such for this problem but repeating the experiment 5-6 times and taking the average can help overcome it. 2. Observing the correct distance in cm at which the person has held the ruler after dropping. To take the average, even the slightest mistake or wrong reading can alter the results. Measuring should be very accurate. Once the person has caught the ruler, it should be measured and the error should be noted. 2.6: STATISTICAL ANALYSIS: MEAN: It is the average of the readings of each of the degrees in the data tables. FORMULA: STANDARD DEVIATION: It is a measure of the individual observations and their dispersed nature around the mean. FORMULA: Formula[17] T-VALUE: It is the remainder of the mean of set a and set b divided by the square root of the sum of the square of the standard deviation of set a by the number of readings in set a and the square of the standard deviation of set b by the number of readings in set b. FORMULA: Degree of Freedom = (n1 + n2) 2[18] = (25+25)-2 = 48. Value of t from the table: A two-tailed ‘t test is conducted to statistically analyze the readings. Take the value closest which is 45: [19] At 0.05= 2.01 CHAPTER 3: DATA COLLECTION: 1. OBSERVATION FOR TIME TAKEN FOR DETECTING COLOR: SAMPLE: STUDENT 1: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/- 0.s ) 90 ° GREEN 433 60 ° GREEN 428 30 ° GREEN 367.8 0 ° GREEN 215.6 -30 ° GREEN 302.2 -60 ° GREEN 375 -90 ° GREEN 434.8 Similar observations were taken for 24 students. For the rest of the data refer to Appendix B. 2. OBSERVATION FOR TIME TAKEN FOR DETECTING MOTION: SAMPLE: STUDENT 1: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 25.4 225 60 ° 19 196 30 ° 18.2 192 0 ° 14.8 175 -30 ° 20.2 203 -60 ° 23.7 213 -90 ° 27 231 Similar observations were taken for 24 students. For the rest of the data refer to Appendix C. CHAPTER 4: DATA PROCESSING: ANALYSIS AND INTERPRETATION 4.1. CONSOLIDATED TABLE FOR MEAN OF TIME TAKEN FOR DETECTING COLOR FOR DIFFERENT ANGLE OF VISION: DEGREE OF ANGLE MEAN OF TIME TAKEN (s) STANDARD DEVIATION 90 ° 381.76 64.36 60 ° 343.944 59.70 30 ° 302.072 50.82 0 ° 260.512 43.72 -30 ° 313.024 51.68 -60 ° 349.664 49.07 -90 ° 392.928 60.90 4.2: GRAPH: Time taken to detect change of color with a change in the angle of vision from normal to peripheral vision: 4.3: TABLE FOR ‘T VALUES: COMPARISON OF ANGLE OF VISION ‘T VALUE 0-30 3.03297366 0-60 5.63077084 0-90 7.79097281 30-60 2.37660374 30-90 4.42656957 60-90 2.03481172 0- -30 3.87845101 0- -60 6.7969464 0- -90 8.83125356 -30- -60 1.93449964 -30- -90 4.2830577 -60- -90 2.34660781 4.4: ANALYSIS AND INTERPRETATION OF ‘T VALUES: DEGREE ANALYSIS INTERPRETATION 0 °-30 ° The calculated t-value is greater than the table t-value. There is a difference between the times taken to detect color between the two angles. Therefore, we consider the positive hypothesis in this situation. Higher mean at 30 ° so color is detected better at 0 °. 0 °-60 ° The calculated t-value is greater than the table t-value therefore showing that there is a difference in the time taken to detect color between the two angles. We would therefore consider the positive hypothesis in this situation. Higher mean at 60 ° so color is detected better at 0 °. 0 °-90 ° The calculated t-value is greater than the table t-value. This shows the difference taken in the time to detect the color between the two angles. Therefore we would consider the positive hypothesis in this situation. Higher mean at 90 ° so color is detected better at 0 ° 30 °-60 ° Since the calculated t-value is smal ler than the table t-value, we can assume that there is no change in the time taken to detect the color between the two angles. In this case we would consider the positive hypothesis. Higher mean at 60 ° so color is detected better at 30 ° 30 °-90 ° The calculated t-value is smaller and therefore shows either no change in the time or negligible change in time to detect color between the two angles. Therefore in this case we consider the positive hypothesis. Higher mean at 90 ° so color is detected better at 30 ° 60 °-90 ° Again here we see that the calculated t-value is higher than the table t-value. This shows that there is a difference in the time taken to detect color between the two angles. Therefore, here we will again consider the positive hypothesis. Higher mean at 90 ° so time taken at 60 ° is less than 90 ° 0 °- -30 ° Here we see that the calculated t-value is higher than the table t-value and therefore there is a differe nce in the time taken to detect color between the two angles. In this case we consider the positive hypothesis. Higher mean at 0 ° is less than at -30 °. 0 °- -60 ° Here, the calculated t-value is smaller than the table t-value, which shows that there is no difference or there is negligible difference in the time taken to detect color between the two angles. In this case we consider the positive hypothesis. Higher mean at -60 ° so color is detected better at 0 ° 0 °- -90 ° There is no difference or negligible difference in the time taken to detect the color between the two angles, as the calculated t-value is smaller than the table t-value. Here we will consider the positive hypothesis. Higher mean at -90 ° so color is detected better at 0 ° -30 °- -60 ° The calculated t-value is smaller than the table t-value that shows that there is either no change in time or negligible change in time to detect the color between the two angles. Therefore we consider the null hypothesis. This shows there is not much difference between -60 ° and -30 ° -30 °- -90 ° The calculated t-value is greater than the table t-value which shows that there is change in time to detect the color between the two angles Therefore we consider the positive hypothesis. Higher mean at -90 ° so color is detected better at 30 ° -60 °- -90 ° The calculated t-value is greater than the table t-value therefore showing that there is a difference in the time taken to detect color between the two angles Therefore we consider the positive hypothesis. Higher mean at -90 ° so color is detected better at -60 4.5: CONSOLIDATED TABLE FOR MEAN OF TIME TAKEN TO DETECT MOTION: DEGREE OF ANGLE MEAN OF TIME TAKEN (s) STANDARD DEVIATION 90 ° 223.92 10.32 60 ° 208.2 12.56 30 ° 192.96 13.92 0 ° 171.2 12.81 -30 ° 188.64 11.09 -60 ° 208.84 12.30 -90 ° 225.08 9.38 4.6: GRAPH: Time taken to detect change of motion with a change in the angle of vision from normal to peripheral vision: 4.7: TABLE FOR ‘T VALUES: COMPARISON OF ANGLE OF VISION ‘T VALUE 0  °- 30 ° 5.48291284 0 ° 60 ° 10.3056471 0-90 16.0152192 30-60 4.83165336 30-90 10.0865407 60-90 4.83298204 0- -30 5.14435626 0- -60 10.9143467 0- -90 16.9596161 -30- -60 6.19657248 -30- -90 12.5436607 -60- -90 25.611204 4.8: ANALYSIS AND INTERPRETATION OF ‘T VALUES: DEGREE ANALYSIS EVALUATION 0 °-30 ° The calculated t-value is smaller than the table t-value. There is no difference between the times taken to detect motion between the two angles. Therefore, we consider the positive hypothesis in this situation. Higher mean at 30 ° so there is a difference in the time taken between the two. 0 °-60 ° The calculated t-value is greater than the table t-value therefore showing that there is a difference in the time taken to detect motion between the two angles. We would therefore consider the positive hypothesis in this situation. Higher mean at 60 ° so there is a difference in the time taken between the two. 0 °-90 ° The calculated t-value is greater than the table t-value. This shows that there is a difference taken in the time to detect the motion between the two angles. Therefore we would consider the positive hypothesis in this situation. Higher mean at 90 ° so there is a difference in the time taken between the two. 30 °-60 ° Since the calculated t-value is greater than the table t-value, we can assume that there is some change in the time taken to detect the motion between the two angles. In this case we would consider the positive hypothesis. Higher mean at 60 ° so there is a difference in the time taken between the two. 30 °-90 ° The calculated t-value is greater and therefore shows there is change in the time to detect motion between the two angles. Therefore in this case we consider the positive hypothesis. Higher mean at 90 ° so there is a difference in the time taken between the two. 60 °-90 ° Here we see that the calculated t-value is smaller than the table t-value. This shows that there is no difference in the time taken to detect motion between the two angles. Therefore, here we will consider the positive hypothesis. Higher mean at 90 ° so there is a difference in the time taken between the two. 0 °- -30 ° H ere we see that the calculated t-value is smaller than the table t-value and therefore there is no difference in the time taken to detect motion between the two angles. In this case we consider the positive hypothesis. Higher mean at -30 ° so there is a difference in the time taken between the two. 0 °- -60 ° The calculated t-value is smaller than the table t-value that shows that there is no difference or there is negligible difference in the time taken to detect motion between the two angles. In this case we consider the positive hypothesis. Higher mean at -60 ° so there is a difference in the time taken between the two. 0 °- -90 ° There is difference in the time taken to detect the motion between the two angles, as the calculated t-value is greater than the table t-value. Here we will consider the positive hypothesis. Higher mean at -90 ° so there is a difference in the time taken between the two. -30 °- -60 ° The calculated t-value is smaller than the table t-value that shows that there is either no change in time or negligible change in time to detect the motion between the two angles. Therefore we consider the positive hypothesis. Higher mean at -60 ° so there is a difference in the time taken between the two. -30 °- -90 ° The calculated t-value is greater than the table t-value which shows that there is change in time to detect the motion between the two angles Therefore we consider the positive hypothesis. Higher mean at -90 ° so there is a difference in the time taken between the two. -60 °- -90 ° The calculated t-value is smaller than the table t-value therefore showing that there is a difference in the time taken to detect motion between the two angles Therefore we consider the positive hypothesis. Higher mean at -90 ° so there is a difference in the time taken between the two. 4.9: ‘T TABLE VALUE FOR COMPARISON OF TIME TAKEN FOR DETECTING COLOR AND MOTION: DEGREE T-VALUE 0 °- 0 ° 9.8011396 30 °- 30 ° 10.60658 60 °- 60 ° 10.960664 90 °- 90 ° 12.105927 -30 °- -30 ° 11.765113 -60 °- -60 ° 14.122822 -90 °- -90 ° 13.61975 4.10: GRAPH: Difference in time taken to detect change of color and motion with a change in the angle of vision from normal to peripheral vision: Untitled 4.11: ANALYSIS AND INTERPRETATION OF ‘T VALUES: COMPARISON OF MOTION AND COLOR AT DIFFERENT ANGLES OF VISION: DEGREE ANALYSIS EVALUATION 0 °-0 ° The calculated t-value is greater than the table t-value that shows difference in time taken to observe the motion and color. This shows that there is difference between observing color and motion at these two angles. Therefore here we consider the positive hypothesis. Higher mean for color, which shows that more time is taken to detect color than motion. 30 °-30 ° The calculated t-value is smaller than the table t-value that shows the negligible difference in time taken to observe the motion and color. This shows that there is not much difference between observing color and motion at these two angles. Therefore here we consider the positive hypothesis. Higher mean for color, which shows that more time is taken to detect color than motion. 60 °-60 ° The calculated t-value is smaller than the table t-value that shows the negligible difference in time taken to observe the motion and color. This shows that th ere is not much difference between observing color and motion at these two angles. Therefore here again we consider the positive hypothesis. Higher mean for color, which shows that more time is taken to detect color than motion. 90 °-90 ° The calculated t-value is smaller than the table t-value that shows the negligible difference in time taken to observe the motion and color. This shows that there is not much difference between observing color and motion at these two angles. Therefore here we consider the positive hypothesis. Higher mean for color, which shows that more time is taken to detect color than motion. -30 °- -30 ° The calculated t-value is smaller than the table t-value that shows the negligible difference in time taken to observe the motion and color. This shows that there is not much difference between observing color and motion at these two angles. Here we consider the positive hypothesis. Higher mean for color, which shows that more time is taken to detect color than motion. -60 °- -60 ° The calculated t-value is smaller than the table t-value that shows the negligible difference in time taken to observe the motion and color. This shows that there is not much difference between observing color and motion at these two angles. Here again we consider the positive hypothesis. Higher mean for color, which shows that more time is taken to detect color than motion. -90 °- -90 ° The calculated t-value is smaller than the table t-value that shows the negligible difference in time taken to observe the motion and color. This shows that there is not much difference between observing color and motion at these two angles. We take the positive hypothesis into consideration here. Higher mean for color, which shows that more time is taken to detect color than motion. 4.12: DISCUSSION: All the ‘t values calculated are higher than the table value due to which we can accept the positive hypothesis. This means that the change in angle of vision from straight to peripheral vision effects the time taken to detect color and motion. As the angle of vision increases from 0 to 90, the time taken for detecting motion and color increases. This shows that the detection of motion and color is faster at straight vision than peripheral vision. Detection of color is faster in straight vision than peripheral vision as the cones are concentrated in the central region of retina called the Yellow spot. The light from the object needs to stimulate the cones in the yellow spot for us to see different colors. If the light from the object falls anywhere else on the retina, due to the absence of cones, color detection is not possible. This matches with the result of the experiment that time taken for detection of color in straight vision is less than any other angle of vision. According to the findings of Benjamin Thompson, Bruce C. Hansen, Robert F. Hess and Nikolaus F. Troje of McGill Visio n Research, Department of Ophthalmology, McGill University, Montreal, Canada received on February 13, 2007 and published on July 25, 2007, peripheral vision is at least highly accurate in perceiving biological motion.[20] Detection of motion is faster in straight vision than peripheral vision but detection of motion is faster than detection of color in peripheral vision. Receptor cells on the retina are denser at the center and least dense at the edges. Rod cells that cannot detect color are concentrated near the periphery. Peripheral vision is better in the dark as cone cells are not active in little light or color. It is also superb at detecting motion. Peripheral vision detects more motion and less detail because its more important to detect motion than detail.[21] Rod cells (peripheral vision) are better at sensing objects in dim light than cone cells but are not sensitive to color. Rod cells are very sensitive to motion, and are responsible for the ability to detect things m oving toward you before focusing on them.[22] CHAPTER 5: CONCLUSION: Analysis of ‘t values shows that there is a difference in the time taken to detect motion and color at different angles of vision. When the angle changes from 0 to 90 the time taken to detect color and motion increases. This means that change from normal to peripheral vision leads to increase in time taken for detection of both color and motion. Comparison of ‘t values obtained for color and motion shows that the time taken for detecting color and motion shows that the time taken to detect color is more than the time taken to detect motion at all angles of vision. This means that humans are able to detect motion better than color at all angles of vision (from normal to peripheral). BIBLIOGRAPHY: https://www.aoa.org/x6024.xml https://users.rcn.com/jkimball.ma.ultranet/BiologyPages/V/Vision.html#Cone_Vision Heinemann Baccalaureate. Higher Level Biology. Heinemann International. U.K. Scotprint: 2007. p 467. https://www.cis.rit.edu/people/faculty/montag/vandplite/pages/chap_9/ch9p1.html Heinemann Baccalaureate. Higher Level Biology. Heinemann International. U.K. Scotprint: 2007. p 468. https://academia.hixie.ch/bath/eye/home.html https://www.healthyeyes.org.uk/index.php?id=74 https://www.lasereye.com/how-eye-works https://en.wikipedia.org/wiki/Ventral_stream https://en.wikipedia.org/wiki/Dorsal_stream https://en.wikipedia.org/wiki/Spectral_colours https://www.aoa.org/x6024.xml https://en.wikipedia.org/wiki/Peripheral_vision www.humanbenchmark.com/tests/reactiontime/index.php MICROSOFT EXCEL, 2007. https://stattrek.com/Lesson1/Formulas.aspx?Tutorial=Stat Heinemann Baccalaureate. Higher Level Biology. Heinemann International. U.K. Sco tprint: 2007. p 7 https://www.eye-therapy.com/Peripheral-Vision/ https://www.thenakedscientists.com/forum/index.php?topic=24988.0;prev_next=next https://www.sciencebuddies.org/science-fair-projects/project_ideas/HumBio_p016.shtml https://www.exploratorium.edu/snacks/peripheral_vision/index.html Peripheral vision Good for biological motion, bad for signal noise segregation , by Thompson, Hansen, Hess, Troje.htm APPENDIX A: GRAPH TO CONVERT DISTANCE TO TIME: APPENDIX B: OBSERVATION FOR TIME TAKEN FOR DETECTING COLOR: SAMPLE: STUDENT 2: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/- 0.5) 90 ° GREEN 448.4 60 ° GREEN 403.8 30 ° GREEN 367.2 0 ° GREEN 202.2 -30 ° GREEN 397 -60 ° GREEN 402 -90 ° GREEN 445 SAMPLE: STUDENT 3: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 450.8 60 ° GREEN 300.4 30 ° GREEN 262.4 0 ° GREEN 207.8 -30 ° GREEN 260.8 -60 ° GREEN 305 -90 ° GREEN 443.4 SAMPLE: STUDENT 4: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 425.8 60 ° GREEN 405 30 ° GREEN 389.4 0 ° GREEN 283 -30 ° GREEN 369.8 -60 ° GREEN 409.8 -90 ° GREEN 430.4 SAMPLE: STUDENT 5: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 428.2 60 ° GREEN 412.4 30 ° GREEN 262.8 0 ° GREEN 243.8 -30 ° GREEN 250.2 -60 ° GREEN 281.2 -90 ° GREEN 325.2 SAMPLE: STUDENT 6: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 309.4 60 ° GREEN 268.8 30 ° GREEN 262.4 0 ° GREEN 234.4 -30 ° GREEN 290.6 -60 ° GREEN 359.2 -90 ° GREEN 394 SAMPLE: STUDENT 7: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 365.6 60 ° GREEN 297 30 ° GREEN 294 0 ° GREEN 209.4 -30 ° GREEN 253.4 -60 ° GREEN 275 -90 ° GREEN 296.6 SAMPLE: STUDENT 8: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 368.6 60 ° GREEN 358.4 30 ° GREEN 284.6 0 ° GREEN 235.4 -30 ° GREEN 297.6 -60 ° GREEN 353 -90 ° GREEN 365.6 SAMPLE: STUDENT 9: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 380.4 60 ° GREEN 367.6 30 ° GREEN 289.2 0 ° GREEN 288.6 -30 ° GREEN 390.2 -60 ° GREEN 361.4 -90 ° GREEN 384.4 SAMPLE: STUDENT 10: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 420.4 60 ° GREEN 369.6 30 ° GREEN 299 0 ° GREEN 268.2 -30 ° GREEN 308.4 -60 ° GREEN 368.6 -90 ° GREEN 393.4 SAMPLE: STUDENT 11: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 347.4 60 ° GREEN 317.4 30 ° GREEN 237.8 0 ° GREEN 237.2 -30 ° GREEN 306.8 -60 ° GREEN 409.2 -90 ° GREEN 349.2 SAMPLE: STUDENT 12: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 364.6 60 ° GREEN 327.8 30 ° GREEN 318.4 0 ° GREEN 286 -30 ° GREEN 355.6 -60 ° GREEN 369.2 -90 ° GREEN 429.8 SAMPLE: STUDENT 13: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 333.6 60 ° GREEN 268.6 30 ° GREEN 253.2 0 ° GREEN 237.2 -30 ° GREEN 390.4 -60 ° GREEN 450.2 -90 ° GREEN 565 SAMPLE: STUDENT 14: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 344 60 ° GREEN 272 30 ° GREEN 215.6 0 ° GREEN 215.2 -30 ° GREEN 232 -60 ° GREEN 311 -90 ° GREEN 398 SAMPLE: STUDENT 15: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 321.4 60 ° GREEN 302.4 30 ° GREEN 277.6 0 ° GREEN 249.6 -30 ° GREEN 280.6 -60 ° GREEN 296.6 -90 ° GREEN 455.8 SAMPLE: STUDENT 16: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 305.6 60 ° GREEN 271.8 30 ° GREEN 252.6 0 ° GREEN 236.6 -30 ° GREEN 252.6 -60 ° GREEN 340 -90 ° GREEN 355.8 SAMPLE: STUDEsNT 17: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 309 60 ° GREEN 301.8 30 ° GREEN 299.6 0 ° GREEN 296.6 -30 ° GREEN 300.6 -60 ° GREEN 306.2 -90 ° GREEN 347.2 SAMPLE: STUDENT 18: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 355 60 ° GREEN 347 30 ° GREEN 318.2 0 ° GREEN 297.6 -30 ° GREEN 306.4 -60 ° GREEN 323.6 -90 ° GREEN 366 SAMPLE: STUDENT 19: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 571.6 60 ° GREEN 470.4 30 ° GREEN 321.8 0 ° GREEN 292.6 -30 ° GREEN 345.4 -60 ° GREEN 351.2 -90 ° GREEN 428.2 SAMPLE: STUDENT 20: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 339.8 60 ° GREEN 318.6 30 ° GREEN 306.8 0 ° GREEN 286 -30 ° GREEN 322.2 -60 ° GREEN 339.8 -90 ° GREEN 347.4 SAMPLE: STUDENT 21: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 360.4 60 ° GREEN 351.4 30 ° GREEN 339 0 ° GREEN 301.2 -30 ° GREEN 327 -60 ° GREEN 356.8 -90 ° GREEN 362 SAMPLE: STUDENT 22: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 472 60 ° GREEN 418.8 30 ° GREEN 392 0 ° GREEN 353.6 -30 ° GREEN 379.6 -60 ° GREEN 402 -90 ° GREEN 451 SAMPLE: STUDENT 23: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 367 60 ° GREEN 351 30 ° GREEN 339.8 0 ° GREEN 316 -30 ° GREEN 333 -60 ° GREEN 375.6 -90 ° GREEN 391.8 SAMPLE: STUDENT 24: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 425 60 ° GREEN 412.6 30 ° GREEN 376.8 0 ° GREEN 329.8 -30 ° GREEN 357 -60 ° GREEN 385.4 -90 ° GREEN 401.2 SAMPLE: STUDENT 25: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 297 60 ° GREEN 256 30 ° GREEN 223.8 0 ° GREEN 189.2 -30 ° GREEN 216.2 -60 ° GREEN 239.6 -90 ° GREEN 262 APPENDIX C: OBSERVATION FOR TIME TAKEN FOR DETECTING MOTION: SAMPLE: STUDENT 2: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 25.8 227 60 ° 24.1 220 30 ° 20.2 203 0 ° 18.1 192 -30 ° 19.9 201 -60 ° 22.7 216 -90 ° 25.5 225 SAMPLE: STUDENT 3: DEGREE OF ANGLE MOTION (cm) TIME 90 ° 29.6 240 60 ° 27 231 30 ° 22 210 0 ° 14.3 169 -30 ° 19.8 199 -60 ° 25.4 225 -90 ° 28.9 239 SAMPLE: STUDENT 4: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 27.6 238 60 ° 25 212 30 ° 18.4 193 0 ° 15.2 179 -30 ° 17.9 190 -60 ° 23.9 218 -90 ° 27 231 SAMPLE: STUDENT 5: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 27.6 238 60 ° 22.9 218 30 ° 17.4 183 0 ° 13.7 169 -30 ° 18.2 192 -60 ° 21 208 -90 ° 28.2 237 SAM PLE: STUDENT 6: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 29.1 239 60 ° 27.6 231 30 ° 22.9 218 0 ° 14.3 169 -30 ° 20.8 209 -60 ° 25.3 223 -90 ° 28.5 239 SAMPLE: STUDENT 7: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 23.3 217 60 ° 19.8 199 30 ° 16 181 0 ° 12.9 165 -30 ° 17.2 189 -60 ° 20.4 206 -90 ° 24.6 221 SAMPLE: STUDENT 8: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 27.3 229 60 ° 24.9 225 30 ° 18.7 196 0 ° 16.4 181 -30 ° 17.3 187 -60 ° 23.7 213 -90 ° 28.1 237 SAMPLE: STUDENT 9: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 25.5 225 60 ° 22.8 216 30 ° 18.9 200 0 ° 15.2 179 -30 ° 17.4 183 -60 ° 22 209 -90 ° 24. 7 220 SAMPLE: STUDENT 10: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 27.5 231 60 ° 22.6 215 30 ° 19.3 198 0 ° 13.2 168 -30 ° 17.4 183 -60 ° 22.8 216 -90 ° 26.1 228 SAMPLE: STUDENT 11: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 25.6 226 60 ° 19.8 199 30 ° 14.9 176 0 ° 10.3 150 -30 ° 15.1 178 -60 ° 18.2 192 -90 ° 25.8 227 SAMPLE: STUDENT 12: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 27.8 235 60 ° 20.1 201 30 ° 14.2 171 0 ° 12.9 165 -30 ° 14.5 168 -60 ° 18.7 196 -90 ° 26.3 229 SAMPLE: STUDENT 13: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 26.5 226 60 ° 23.6 217 30 ° 20.5 205 0 ° 18.2 192 -30 ° 20.2 203 -60 ° 25.1 222 -90 ° 26.9 231 SAMPLE: STUDENT 14: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 25.6 226 60 ° 20.1 201 30 ° 17.8 189 0 ° 13.6 165 -30 ° 18.2 192 -60 ° 19.9 201 -90 ° 25.1 222 SAMPLE: STUDENT 15: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 23.6 217 60 ° 19.1 198 30 ° 16.2 182 0 ° 15.9 179 -30 ° 16.4 181 -60 ° 20 204 -90 ° 24.5 220 SAMPLE: STUDENT 16: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 21.3 209 60 ° 20.1 201 30 ° 16.6 184 0 ° 12.5 160 -30 ° 16.9 182 -60 ° 21.2 207 -90 ° 24.4 219 SAMPLE: STUDENT 17: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 23.1 216 60 ° 19.7 199 30 ° 14.3 169 0 ° 9.8 142 -30 ° 14.6 170 -60 ° 18.4 193 -90 ° 22.9 218 SAMPLE: STUDENT 18: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 26.4 225 60 ° 17.6 187 30 ° 14.8 175 0 ° 10.7 153 -30 ° 14.5 168 -60 ° 17.3 187 -90 ° 24.9 225 SAMPLE: STUDENT 19: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 26.2 223 60 ° 23.5 217 30 ° 19.7 199 0 ° 17.3 187 -30 ° 18.4 193 -60 ° 23.8 216 -90 ° 27.9 235 SAMPLE: STUDENT 20: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 20.3 203 60 ° 17.8 189 30 ° 16.4 180 0 ° 13.6 165 -30 ° 16.9 182 -60 ° 18.5 195 -90 ° 21.7 204 SAMPLE: STUDENT 21: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 23.9 218 60 ° 20.4 206 30 ° 18.2 192 0 ° 17.6 187 -30 ° 19.5 199 -60 ° 21.3 209 -90 ° 25.1 222 SAMPLE: STUDENT 22: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 21.7 204 60 ° 18.1 192 30 ° 16.5 183 0 ° 12.4 158 -30 ° 16.8 181 -60 ° 17.2 189 -90 ° 20.9 205 SAMPLE: STUDENT 23: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 26.5 226 60 ° 22.7 216 30 ° 17.8 188 0 ° 14.6 170 -30 ° 17.9 190 -60 ° 23.4 215 -90 ° 27.3 229 SAMPLE: STUDENT 24: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 22.4 210 60 ° 20.1 201 30 ° 18.9 200 0 ° 17.2 181 -30 ° 19.3 198 -60 ° 21.5 208 -90 ° 23.7 213 SAMPLE: STUDENT 25: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 90 ° 24.9 225 60 ° 24.2 218 30 ° 19.6 207 0  ° 16.3 180 -30 ° 18.5 195 -60 ° 23.8 216 -90 ° 24.7 220 Notes: [2] https://www.aoa.org/x6024.xml [3] https://users.rcn.com/jkimball.ma.ultranet/BiologyPages/V/Vision.html#Cone_Vision [4] Heinemann Baccalaureate. Higher Level Biology. Heinemann International. U.K. Scotprint: 2007. p 467. [5] https://www.cis.rit.edu/people/faculty/montag/vandplite/pages/chap_9/ch9p1.html [6] Heinemann Baccalaureate. Higher Level Biology. Heinemann International. U.K. Scotprint: 2007. p 468. [7] https://academia.hixie.ch/bath/eye/home.html [8] https://www.healthyeyes.org.uk/index.php?id=74 [9] https://www.lasereye.com/how-eye-works [10] https://www.colourtherapyhealing.com/colour/images/rods_cones.gif [11] https://en.wikipedia.org/wiki/Ventral_stream [12] https://en.wikipedia.org/wiki/Dorsal_stream [13] https://en.wikipedia.org/wiki/Spectral_colours [14] https://www.aoa.org/x6024.xml [15] https://en.wikipedia.org/wiki/Peripheral_vision [16] www.humanbenchmark.com/tests/reactiontime/index.php [17] MICROSOFT EXCEL, 2007. [18] https://stattrek.com/Lesson1/Formulas.aspx?Tutorial=Stat [19] Heinemann Baccalaureate. Higher Level Biology. Heinemann International. U.K. Scotprint: 2007. p 7 [20] Peripheral vision Good for biological motion, bad for signal noise segregation , by Thompson, Hansen, Hess, Troje.htm [21] https://www.thenakedscientists.com/forum/index.php?topic=24988.0;prev_next=next [22] https://www.sciencebuddies.org/science-fair-projects/project_ideas/HumBio_p016.shtml

The Harlem Renaissance By Langston Hughes - 1703 Words

â€Å"I swear to the Lord I still can t see Why Democracy means Everybody but me..† This is a quote from a well-known poet by the name of Langston Hughes who served as a prominent figure in African American history and is known for maintaining a significant role in one of the most culturally influential periods for African Americans -The Harlem Renaissance. The Harlem Renaissance describes a significant era in time where hundreds or artists, writers and musicians living in Harlem came together to form a vibrant, creative community. Hughes along with many other talented and innovative African American creators and politicians such as Marcus Garvey, Zora Neal Hurston and Jean Toomer used their voices, words, instruments and paint brushes from†¦show more content†¦Consequently, I found that there is reasoning behind his name not being prominent when discussing black history, culture and identity. That is due to his belief that African Americans were in no way set apart f rom white americans and had no culture or identity of their own which alienated him from the black community. Even though George Schuyler was African American he was opposed to African American ordeals and often critiqued other African Americans in their efforts to fight injustice and inequality. Being that he was a prolific writer, many would think he would use his skills to bring light to the many issues facing African Americans during this era. However, Schuyler did not use his skills and influence like many African Americans to shed light on the issues of segregation but instead to disintegrate other African Americans’ attempts at doing so. In this day in age, Schyler would be deemed an â€Å"Uncle Tom† or a black person who is eager to win the approval of white people and willing to cooperate with them, due to his decision to demoralise his own race while refusing to acknowledge the issues they faced. Within his article â€Å" The Negro-Art Hokum† Schyler makes several statements which automatically earned the article my opposing opinion. The first statement that caught my attention described his belief that â€Å"it is sheer nonsense to talkShow MoreRelatedThe Harlem Renaissance By Langston Hughes1033 Words   |  5 Pagescalled the Harlem Renaissance. After World War I, many blacks migrated from the south to up to the north to places like Chicago, Detroit and New York. The people in Harlem felt the racial pride and this caught the attention of many musicians, writers, and artist. The Harlem Renaissance period lasted from 1920 to around 1935. Even though this period was short, it still lives on though all African American artists today. According to Biography.com in the article about Langston Hughes, there wereRead MoreThe Harlem Renaissance with Langston Hughes1676 Words   |  7 PagesHarlem Renaissance with Langston Hughes The Harlem Renaissance brought about uniqueness amongst African Americans; everything was new. The visual art, the jazz music, fashion and literature took a cultural spin. During this time writer Langston Hughes seemed to outshine the rest with amazing works. The Harlem Renaissance brought about many great changes. It was a time for expressing the African American culture. It is variously known as the Harlem Renaissance, the Black Literary RenaissanceRead MoreLangston Hughes And The Harlem Renaissance1219 Words   |  5 PagesLangston Hughes and the Harlem Renaissance The Harlem renaissance is an artistic revolutionary period that took place between 1917 and 1937. This was after the First World War. Harlem was a district in New York. The Harlem renaissance impacted the social, cultural as well as artistic aspects of the black community. Many black people were encouraged to flee the southern sides where the caste system continued to oppress the black people. At this period, racial inequalities as well as other social injusticesRead MoreThe Harlem Renaissance By Langston Hughes Essay1225 Words   |  5 Pages† - Langston Hughes The Harlem Renaissance took place in Harlem, New York during the 1920’s. The movement was an expression of African American culture across the Midwestern and Northeastern states of America, with Harlem being the heart of it. The Harlem Renaissance also left a lasting impression on black writers from the Caribbean and other African Colonies who immigrated to Paris. There were many artists of many different mediums that left a lasting impact of black culture, and Langston HughesRead MoreLangston Hughes And The Harlem Renaissance1909 Words   |  8 PagesThe Harlem Renaissance was a social and cultural movement aimed to alter the conventional notion of â€Å"The Negro† and to expound on African American’s adversities through literature, music, and visual arts. After World War I, Harlem, New York became a central location for African Americans for greener pastures and racial equality. Large quantities of black writers, artists, and intellectuals emerged within the urban scene and played a pivotal role of defining the movement in their respective fieldsRead MoreLangston Hughes And The Harlem Renaissance1736 Words   |  7 PagesAug 2017 The Dream Called Langston As an artist, or literature, music or visual art, there is power in creating pieces that move the masses. For an African American artist in the 1920’s, that power was fought for harder and dimmed due the racial inequalities across America. Being acknowledged as a credible artist was equated to being acknowledged as an American during a time where African American citizens were not considered an equal under the law. The Harlem Renaissance, spanning from the mid 1920’sRead MoreLangston Hughes And The Harlem Renaissance1476 Words   |  6 Pages Langston Hughes, a Voice for the Taciturn Take a time machine back to one of the most culturally-rich times in history, the Modern Age. More specifically, set your destination to northern Manhattan in the early 20s. When you step onto those bustling streets, you’ll find yourself swept up in the Harlem Renaissance. The contemporary writers you are surrounded by are legends such as Langston Hughes and W. E. B. DuBois, and the contemporary musicians you may hear at a local nightclub include some ofRead MoreThe Harlem Renaissance : Langston Hughes1145 Words   |  5 Pagesplace called Harlem and this is where it all started. Harlem became the training ground for blues and jazz and gave birth to a young generation of Negro Artist, who referred to themselves as the New Negro. The New Negro was the base for an epoch called the Harlem Renaissance. The Harlem Renaissance allowed for the materialization of the double consciousness of the Negro race as demonstrated by artists such as Langston Hughes. During the peak of the Ha rlem Renaissance, Langston Hughes created poetryRead MoreLangston Hughes : The Harlem Renaissance1151 Words   |  5 Pagesmass movement of people is called the Great Migration. One of the most popular places African Americans moved to was Harlem, New York. This city was a cultural and artistic polestar for people of color. It became known for the start of the African American cultural and artistic revolution known as the â€Å"Harlem Renaissance†. Out of the Renaissance came poet Langston Hughes. Hughes’ grandparents were abolitionists and worked to instill the same sense of justice into him, which can be seen in his writingsRead MoreAspects Of Langston Hughes And The Harlem Renaissance755 Words   |  4 Pagesdiscrimination, the Harlem Renaissance was a time of emergence for African Americans artists. Several writers such as Langston Hughes emerged during this period. African American writers who emerged during the Harlem Renaissance were heroes to lower-class blacks living in Harlem. Langston Hughes was a household name amongst the lower-class during the Harlem Renaissance. Hughes’s poetry was strongly influenced by the Harlem Renaissance because of his love for the black masses. Hughes was determined to

Rubin Hurricane Carter free essay sample

This essay looks at the life of the boxer Rubin Carter, and the false accusations that led to his murder conviction and 20- year imprisonment. This paper discusses the controversy surrounding the African American boxer who was falsely accused, convicted, and imprisoned in reference to the Bob Dylan song. . The author examines the movie Hurricane and how it portrayed the racism in America that condemned a successful black man in the worst way. Rubin Hurricane Carter was born on May 15, 1937 in New Jersey . He was a rough street kid from a lower-class family in the inner city. After having run-ins with the law at an early age, he joined the Army and later became one of the greatest boxers of all time. He should have been the middle weight boxing champion of the world, but instead spent almost 20 years in a New Jersey prison for a triple homicide that he was falsely accused of in 1976. We will write a custom essay sample on Rubin Hurricane Carter or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

Social Science and Elementary Teaching Methods

Introduction The teaching profession has existed since the historical point of view. As the need for better education increases, several teaching techniques have emerged making the teaching profession more complex and interesting.Advertising We will write a custom essay sample on Social Science and Elementary Teaching Methods specifically for you for only $16.05 $11/page Learn More However, teachers training to become experts in the teaching profession, henceforth known as pre-service teachers have consistently faced several challenges, especially while handling normal classroom activities consequently affecting their performance appraisal. Considerable educational research studies have recognized such challenges as contributing factors to failure in educational performance. Holmes and Holmes (2011) postulate that teachers, â€Å"face the responsibilities and pressures of the accountability movement where the lessons they plan must continue the momentum of the curriculum required by the state, district, school and classroom teacher† (p.144). It is always the teacher’s responsibility to plan lessons for students with different intelligence abilities, varying levels of cultural knowledge and languages as well as varying language experiences. For this reason, this study provides a comprehensive report on Classroom Instructional Planning Designing. B1 Contextual classroom factors As postulated before, several classroom contextual factors prove challenging to the pre-service teachers while on their Pre-Clinical Experience (PCE) assessment. As the teaching profession needs a classroom as the main practical zone where practical interaction between the teacher and students occur, any interference in this environment proves imperative. During the Pre-Clinical Experience (PCE), contextual factors necessary for undertaking social sciences included physical class appearance and available resources, student’s characteristi cs and behavioral traits as well as student’s skills are essential consideration while designing instruction and assessing learning plan. In this context, the researcher assessed several contextual factors observed in the classroom during the teaching practice.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Physical features, technology equipment/ resources, rules and regulation During the Pre-Clinical Experience assessment, three important classroom factors were core and observable in this assessment. The elements observed included physical classroom visual aspects, handiness of technology materials, as well as classroom rules/routines. For smooth running of the classroom activities, the class environment in which can be in physical appearance matters a lot. Gurney (2007) affirms, â€Å"The classroom environment should mirror the teacher’s reflective practices that would be central t o the learning environment†(p.91). Availability of resources and modern technology is also essential. Finally, rules and routines governing the class are also imperative. Physical features– Physical features is the apparent environment observed in the classroom. In terms of physical appearance, the classrooms were quite spacious, well ventilated and with attractive wall paintings providing a conducive student-centered learning atmosphere. The furnished classroom furniture is inclusive of tables, desks and chairs. There were 24 desks for the children, each with a chair, arranged in three rows parallel to each other with each row having eight desks. This arrangement aided in avoiding off-task behavior to occur. There is one teacher’s table with a chair located in front of the classroom, clean, equipped with teacher’s classroom teaching aids. There are partitioned shelves located next to the white board, where children locate learning material. The classroom floor is nicely carpeted, suitable for young children. The class had good roofing providing pleasant atmosphere. The class had properly ventilated, with four adjustable widows, walls painted in cream non-reflective color. Technology equipment/ resources – Ideally, availability of learning material and modernity of such learning resources are two crucial considerable factors in a classroom setting. Technological advancement in all spheres of life has greatly influenced the delivery of services globally.Advertising We will write a custom essay sample on Social Science and Elementary Teaching Methods specifically for you for only $16.05 $11/page Learn More During this assessment, the researcher observed that the classroom had ample learning resources capable of accommodating the learning needs of the entire school populace. In the context of the technological equipment in the classroom, technological devices found in the class included a large digit al media enclosed at the black of the classroom wall. The digital media was a computerized LCD screen in form of a projector, connected to computer system with internet support. The digital primary source in this system produced physical features in the large screen, where it provided options for touch. Once touched, the name or feature touched produces the necessary description. This was the latest digital media integrated across several different sectors in U.S. Classroom rules and routines– classroom rules and routines formed an important part before undertaking instructional planning and designing for the classrooms. Classroom rules ensured existence of classroom order and sanity hence providing a quite learning environment. The class had the following rules, Rule 1: All students should remain disciplined throughout successive lessons. Rule 2: Students must report to classes on time and should seek permissions in and out from respective authorities. Rule 3: Students must arrive in classroom early in the morning as indicated in the arrival time. Rule 4: It is the duty of children to maintain classroom order in teacher’s absence. Rule 5: Students must perform well in all subjects. Rule 6: They must duly complete given assignments and homework in slated time. Classroom routines were available and this aspect enhanced the smooth running of the activities within the classrooms. Students arrive at 7.30 am in morning; attend two lessons each 40 minutes, followed by a short break of 40 minutes, resume classes for two lessons of 40 minutes each, then break for lunch for about 2 hours. The afternoon session begins at 2.30 pm with two lessons of 40 minutes each. Afterwards, students attend clubs and set for home at 4.30pm. B2 Student characteristics Student characteristics or rather traits are essential in determining the progress of the learning process. Personalities in students can either ease the teachers work or provide them with hard time. In this case, before and during designing instruction and assessing learning progress plan in the classroom, it was important to consider observable student traits to enable effective teacher-student connection.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Special needs and the levels of abilities and skills were two student characteristics that coherently assisted in determining the procedures undertaken during the process of designing instruction and assessing learning progress plans. Some students had greater aptitude, with great ability to respond to tests provided, while others were slow learners. Students with special needs actually needed special attention compared to students with high levels of abilities and skills. In a scenario where teachers are unable to identify, the two aspects while handling classroom matters, the general classroom performance remains unstable throughout successive years. B3 Student skills and prior learning Student skills are among the classroom factors considered in the teaching profession, which have an impact on the level of individual learners understanding. â€Å"Teaching is a practical interaction between the teacher and students for the purpose, of enhancing students’ learning in some s pecific knowledge/information skill or attitude† (Malik Khurshed, 2011, p.531). Since the level of understanding, differ from one individual student to another, student’s skills and knowledge consideration is key to effective lesson planning and assessment (Singh, 2005). Lesson planning is a crucial teaching technique that involves setting up goals and objectives necessary for each successive teaching period. A goal or objective is successful when the planner is capable of making considerable achievement based on targeted goals. The teacher will consider asking oral questions on the prior topic related to the lesson. Achievement of a teaching goal appears when all learners are capable of comprehending from the teachings and put them into practice. After asking the relevant questions pertinent to the study, the teacher will manage to identify available student skills and prior learning. Teaching is a profession that involves instructional approaches where students recei ve instructions from their teachers and respond accordingly. This scenario appears normally during class time and after class hours as well. For teachers to determine whether the teaching has achieved its set goals and objectives, a frequent assessment is usually essential. The teacher will ensure students participate in goal-oriented assessment, to examine if they are capable of handling individual assessment activities that encourage learning through personal experience. Pre-assessment of student’s abilities will be done immediately before introduction of the study unit. Instructions from teachers to students go hand in hand with assessments done by teachers. Intellectual students are capable to handling complex instructions and in a pace much faster compared to dull students. With the levels of abilities differing from an individual learner to another, it is important for the teacher to consider these factors before giving instructions and assessing learners. D1 Learning g oals and objectives (General Teacher Objective) For any teacher to remain successful in the teaching profession, it is important to have learning goals and objectives necessary for performance achievement. Several educational research studies specialized in the teaching profession have concluded that learning objectives are essential for providing direction and guidance in teaching and overtly determine the overall teachers achievement at the end of the lesson. Holmes and Holmes (2011) postulate, â€Å"Teachers must keep the learning goals and objectives in mind to avoid a â€Å"scatter-brained† student outcome† (p.147). During the assessment period of Pre-Clinical Experience in this school, the student designed the following goals and objectives for a lesson of 30-40 minutes. The main goals for the lesson were to ensure that students have equally achieved the theme of the topics taught. Objective 1: at the end of the lesson, students are capable of handling assessment tests pertinent to physical features, especially hills and mountains. Objective 2: involved students must be able to apply the knowledge on a practical basis outside classroom. Learning goals for Social Sciences To commence, under the specified subjects assigned to the pre-service teacher that is social studies and art subjects, specific goals and objectives were equally important to deliver the teaching concepts. For the social studies, several factors are important towards the end of the lesson. The following objectives guided the lesson. Objective 1: at the end of the lesson, students should be able to understand all terminologies used in explaining the physical features. Objective 2: Students should be in a position distinguish between hills and mountains, from names to description, within the physical features Unit. Objective 3: Learners should be in a position to compare and differentiate physical features (hills and mountains) within the region. Objective 4: Students should relate the teachings with real life experiences and explore the discussed features continentally. Objective 5: All students involved in the social science class must be capable of responding to all assessment tests provided by the teacher from the concepts and themes discussed during the lesson. Learning goals for Arts Since it was a combination of two subjects in a single lesson, the art lesson possessed different objectives. For the arts, which was core to this Pre-Clinical Experience (PCE) assessment, drawing skills and producing cutouts were the assessable part of art teaching. Several goals accompanied the visual art subject. The pre-service teacher ensured all goals and objectives affiliated with artistic skills in the classroom. Objective 1: For testing the art techniques, learners in this class should think critically and creatively on how integrate the art taught to develop simple mountains and hills as tutored. Objective 2: Learners should develop skills in understanding t he use of sophisticated technology and its related techniques in arts. Objective 3: Students at the end of the lesson should be able to develop skills and techniques necessary for the production and understanding art using simple resources like magazines, newspapers and photos. Objective 4: Prior to the end of the lesson, all students should be able to be familiar with arts and imagination to interpret environment. D2 Alignment of goals with local, state and national standards Each goal or objective set by professional teachers in guiding their classroom activities and school functionality must always consider rules and regulation governing the local, state and the national standards. According to Holmes and Holmes (2011), lessons they plan (referring to teachers) must â€Å"continue the momentum of the curriculum required by the state, district, school and classroom teacher† (p.144). The local and state standards in this region carry similar aspect for this topic. In respect to the social studies, there are local and state standards set. According to local and national standards, According to local and national standards, students should manage to interpret information on physical features from their definitions, and distinguish between hills and mountains using the provided learning aids including photographs. 4b. students should be able to relate the information given on physical features to the real world experiences and employ the desired technology to validate the concepts. In art, the national and local standards state that students must understand all applicable arts used by teacher to enhance understanding. The teacher ensured confirmation of these standards before setting objectives. Based on the provided objectives by the teacher, both social studies and art applied necessary techniques to deliver the two concepts. E1 Assessment plan Contrary to the past where teaching was not priorities as such, teachers in the new world have become assessme nt reformers where the assessment plan has emphasized on closer substantive connection between classroom assessment and meaningful instruction. According to Gurney (2007), assessment enhances â€Å"processes of peer tutoring, co-operative learning, reciprocal teaching through predicting answers, questioning, clarifying and summarizing and collaborative reasoning† (p.94). Based on the subjects assigned for the pre-service teacher, teaching social studies had a different assessment compared to the arts subject. Assessment plan generally involved all activities undertaken by the teacher to acquire information about a topic prior to the lesson and after the lesson. Pre-assessment plan– for ascertaining if students’ achieved prior teachings and if they possessed any idea of the topic intended for discussion, the teacher conducted pre-assessment. The pre-assessment enabled the teacher to discover prior knowledge and allowed the teacher present the new information in a ppropriate manner. For the pre-assessment, the teacher will introduce the topic with few verbal questions to bring students into attention and test the level of present knowledge. The pre-assessment plan will also involve providing students with simple quiz pertaining to the topic that the teacher intends to introduce, which is physical features (hills and mountains). The teacher will also produce all the teaching aids including photographs, magazines and newspapers containing images of hills and mountains for the students to describe and distinguish. The teacher will develop simple drawings of hills and mountains on the whiteboard for the students to identify, as the teacher provides correct answers for the tests. Formative assessment- Formative assessment simply describes evaluation methods employed by teachers to keep track and check-up of the discussed themes and concepts. To ensure that the teacher achieved both personal and lesson objectives it will be essential to undertake f ormative assessment. During the proceedings of the teaching, the teacher will ensure consistent questioning and simple testing to ascertain the level of understanding. After delivering all concepts and discussion of the themes in the subject, the teacher assess students understanding using a matching worksheet, in which each individual student will try to match features with the respective description. After successful matching in the matching sheet, this does not guarantee total achievement of the concept. To provide a deeper insight into the discussed concepts and themes, the teacher will provide set of ten questions to test the student understanding. Each of the students will respond to the questions individually after which the teacher will collect the answer sheets for marking. Post- assessment plan- Post-assessment is an appraisal technique used by teachers to ascertain successive understanding and progress in students on the taught topic. Post assessment in this aspect too th e summative approach. Summative assessment is a form of assessment criteria used by teachers to obtain information about what students have learnt basing on student, classroom, and school levels. For this study, a summative assessment will involve successive assessment where every day, during the first three minutes of small-group instruction the teacher assessed the level of understanding in consecutive lessons discussing physical features. Summative assessment will involve evaluating unit tests, performance tasks and portfolio review. Student undertaking these tests during summative assessment must attain about 75% as their pass mark throughout successive periods of testing. The teacher will provide students several assignments on the discussed physical features to undertake during weekends. The school will provide continuous assessment tests as in school routines. Subsequently, fall, winter and spring school-wide district assessors will administer assessment. E2 Alignment of asse ssment with goals and objectives Alignment with social studies objectives –Based on the correct meaning of the word assessment and its relative relationship with the teaching profession, assessment is the technique used by teachers to collect data on learning and instruction progress. For teachers to understand progress in their classroom teachings, which is in guidance of the set goals and objectives, assessment of the learning progress is essential. These factors and their relative procedures are inseparable. For the social studies lesson, students should be able to understand all terminologies used in explaining the physical features, should be in a position to compare and differentiate physical features (hills and mountains) within the region and that students should relate the teachings with real life experiences and explore the discussed features continentally. The assessment plan ensured that the student had the ability of learning individually and in groups, using the teaching aids used prior to the lesson. The teacher used tests to access the students understanding to ensure that student equally benefited from the lesson. Alignment with art objectives– To test the art as discussed in the topic and concepts achieved, similar observations undertaken to indicate how the assessment correlated with the set goals and objectives. The social studies objectives stated that students should be able to understand all terminologies used in explaining the physical features, students should be in a position distinguish between hills and mountains, from names to description, within the physical features Unit. To commence, should be able to develop skills and techniques necessary for the production and understanding art using simple resources like magazines, newspapers and photos. They should also be able to develop skills and techniques necessary for the production and understanding art using simple resources like magazines, newspapers and photos. Final ly, the students must be in a position to familiarize with arts and imagination to interpret environment. The assessment ensured that all art-teaching aids, inclusive of the sophisticated digital media were in comprehensive use to enhance deeper understanding of the social concepts in relation art. E2 how assessments authentically measured student learning After setting comprehensive goals and objectives meant for guiding the teacher throughout the teaching plan, assessment was essential to determine the level of achievement in the teaching. As postulated in the lesson plan, the teacher will employ both formative and summative assessment in the assessment procedure. Consumption of the two important assessment techniques will ensure that students achieved the learning goals immediately after the lesson and in the successive days (Singh, 2005). In determining how the assessment plan authentically measured the students learning, it is important to consider the forms of assessment. Thre e assessment approaches including pre-assessment, formative and post-assessment were paramount. The employment of these approaches enhanced understanding of the concepts, thus aligning with goals. Formative assessment acted as the shortest assessment criteria as Summative assessment since it is a form of assessment criteria used by teachers to obtain information about what students have learnt basing on student, classroom, and school levels, provided long time assessment. General Information Fifth grade classroom, this class contains 24 students, approximately 10 boys and 14 girls. Students will be sitting at desks arranged three rows parallel to each other, comprising of eight desks in each respective row. Sitting on desks during the lesson will be principally for presentation of new information and thereafter, the arrangement of the desks will change for predetermined pairs for guided practice during the group discussions. Most of the teaching moment students will be seating on de sks as the teacher explains and demonstrates the teaching concepts for the lesson. During the lesson, students will posses instructional learning materials including photographs, magazines and newspapers, drawing books, painting materials and wall charts, bulletin boards and posters, which will provide relevant information pertinent to the topic. (The lesson will cover reading strategies as well) Standards, Goals And Objectives Your State Core Curriculum/Student Achievement Standard(s) Social studies Standards: Foundational Skills (K-5), Grade 5 students, 4 a: According to local and national standards, students should manage to interpret information on physical features from their definitions, and distinguish between hills and mountains using the provided learning aids including photographs. 4b. students should be able to relate the information given on physical features to the real world experiences and employ the desired technology to validate the concepts. Lesson Goal(s): Main goal and objective The main goals for the lesson were to ensure that students have equally achieved the theme of the topics taught. Secondly, at the end of the lesson, students are capable of handling assessment tests pertinent to the topics discussed. We should note that the national standards correlate with the local standards in the teaching of social studies. Competency Goals: Social Studies Standards (Content subject1) Objective 1: at the end of the lesson, students should be able to understand all terminologies used in explaining the physical features. Objective 2: Learners should be in a position to distinguish between hills and mountains, from names to description, within the physical features Unit. Objective 3: Students should relate the teachings with real life experiences and explore the discussed features continentally. Objective 4: All students involved in the social science class must be capable of responding to all assessment tests provided by the teacher from the concepts and themes discussed during the lesson. Competency Goals: Visual Art Standards Based on the available standards, the national and local standards state that students must understand all applicable arts used by teacher to enhance understanding. Competency goal 1: Prior to lesson end, Learners in this class should think critically and creatively on how integrate the art taught to develop simple mountains and hills as tutored. Competency goal 2: Students at the end of the lesson should be able to develop skills and techniques necessary for the production and understanding art. Competency goal 3: Prior to the end of the lesson, all students should be able to become familiar with arts applied in teaching. Competency goal 4: Prior to the end of the lesson, all students should be able to be familiar with arts and imagination to interpret environment. Reading Standards: (Content Subject 3) National and local standards- Learners should manage to use all terminologies coherently as taught for each topic. Competency goal 1: Students should be able to read accurately and eloquently all used in explaining concepts at the end of the lesson. Competency goal 2 Lesson Objective(s) Social studies: When given all the learning aids inclusive of photographs, magazines among others, students should correctly identify the discussed features. When given facts designed for the topic taught, students will manage to match each fact with respective feature. When given the matching worksheet, students should manage to match the features with their correct description. When given assessment tests pertaining to the physical features taught, students should manage to pass the assessment. Measureable objectives (Social Studies) Competency goal 1: By the end of the lesson, students should be able to respond the matching sheet with at least 85% accuracy. Competency goal 2: By the end of the lesson, learners should manage to score at least 8/10 in the assessment questions. F1 lesson aids Matching worksheet Assessment quiz ________and________ are physical features Is a mountain small? Which one is bigger (a) mountain (b) hill __________has snow A hill is_____ than a mountain A ____________ is steeper. Mountains are_________ True or false: Hills have a lot of snow________ True or false: Hill are only found in Europe. A mountain has a __________ shape. F2 Visual aids/ arts Given the drawing material designed for this topic, students should manage to draw the physical feature. Students should manage to produce cutouts from the provided magazines and newspapers at the lesson end. Given the computerized digital media, students should manage to locate the feature on the screen display. Given the photos, students should manage to distinguish between hills and mountains as discussed. Given the magazines and newspapers, students should manage to produce cutouts of discussed features. Reading skills Students will manage to read the newly introduced vocab ulary articulately observing sounds and pronunciation patterns. Materials And Resources Instructional Materials: Leveled text that is appropriate for each student-Two copies of each. Notebooks/drawing books Pencil/Colored pencils/crayons/markers/erasers/ White Board Markers Twenty five copies of text used to model Newspapers and magazines Charts and collage sheets Samples of magazine cutouts Pre-assessment question sheets Instructional Plan Sequence of Instructional Procedures/Activities/Events (provide a description and indicate approximate time for each): Identification of Student Prerequisite Knowledge and/or Skills: (1.5 minute) For the teaching of the subject to be successful, the following are the skills needed:  Review of previous definitions of terms and concepts For instance, the study of earth surface, its shape and features:  Introducing the purpose of the lesson Today we will study physical features, mainly distinguishing between mountains, hills among others. Pre sentation of New Information: (7 minutes) Physical features: 1 Definition- they are elements found on the earth. They are present everywhere across the world We will explore two features (hills and mountains) 2 Mountain-it is a risen land high above its environment The top bears a name peak They are the highest features on earth They form triangular shapes thin a tops and thick at bottom Some have snows flowing from top 3 Hill– A hills is a slightly risen part of earth’s land. It is smaller and shorter than a mountain It is also less steep than a mountain. Hills do not have snow Guided Practice: instructional game (8 minutes): Instruct the students that they will undertake a game that will provide an insight into the topic studied. Inform them that they we will use the whiteboard to cultivate the ideas. To start with, Draw the two features on the top of the whiteboard and provide a column running down each of the features. Arrange the students in only two groups , where each of the individuals will have a chance to demonstrate his/her ability. Summon each of the students to distinguish between the hill and the mountain by writing the exact name for each of the drawn features. Students from each of the groups will earn their groups points based on correct naming of the features drawn. Independent Student Practice: You do (15 minutes): Students then will go back to their respective sittings where the teacher will guide them to engage in responding to Matching Worksheet, which has features discussed in the class during the lesson. The teacher will set more classroom questions for the students to respond questions in individual terms and in groups. The teacher will supplement the understanding with consecutive tests undertaken on a regular basis to affirm the understanding. Culminating or Closing Procedure/Activity/Event: 5 minutes: The teacher will produce samples of the magazine cutouts and a number of magazines and newspapers to for pupi ls to develop skills in producing cutouts of the desired shapes and features. Thereafter, the students will use these features to trace the drawings in their books and putting labels on them. Naming of such features will also continue from the notebooks. The teacher will then provide a comprehensive assessment assignment that will cover all aspects of the discussed topic for continuous assessment. Technology: The teacher will try to integrate the knowledge achieved in the topic using technology. The device intended for use is the digital media comprising of computerized photographs and words matching each respective item. The device produces words in which students touch to produce the respective item. Similarly, photographs produced by this device, enabled students understand physical features. Each student will touch on a physical feature in given directions. The device then provide names for the touched photograph Student Assessment/ Rubrics: Pre-assessment plan– for asce rtaining if students’ achieved prior teachings and if they possessed any idea of the topic intended for discussion, the teacher conducted pre-assessment. For the pre-assessment, the teacher introduced the topic with few verbal questions to bring students into attention and test the level of present knowledge. The pre-assessment plan also involved providing students with simple quiz pertaining to the topic that the teacher intends to introduce, which is physical features (hills and mountains). The teacher used all the teaching aids including photographs, magazines and newspapers containing images of hills and mountains for the students to describe and distinguish. The teacher further developed simple drawings of hills and mountains on the whiteboard for the students to identify, as the teacher provides correct answers for the tests. Formative Assessment: To ensure that the teacher achieved both personal and lesson objectives it will be essential to undertake formative assessme nt. During the proceedings of the teaching, the teacher will ensure consistent questioning and simple testing to ascertain the level of understanding. After delivering all concepts and discussion of the themes in the subject, the teacher assess students understanding using a matching worksheet, in which each individual student will try to match features with the respective description. After successful matching in the matching sheet, this does not guarantee total achievement of the concept. To provide a deeper insight into the discussed concepts and themes, the teacher will provide set of ten questions to test the student understanding. Each of the students will respond to the questions individually after which the teacher will collect the answer sheets for marking. Each student must score at least 85% in the matching sheet and score at least 8/10 in the assessment questions. Summative Assessments: This will include approaches necessary in assessing the entire learning process and t he development of learners in successive learning periods. For this study, a summative assessment will involve successive assessment where every day, during the first three minutes of small-group instruction the teacher assessed the level of understanding in consecutive lessons discussing physical features. Summative assessment will involve evaluating unit tests, performance tasks and portfolio review. Student undertaking these tests during summative assessment must attain about 80% as their pass mark throughout successive periods of testing. The teacher will provide students several assignments on the discussed physical features to undertake during weekends. The school will provide continuous assessment tests as in school routines. Subsequently, fall, winter and spring school-wide district assessors will administer assessment. H1 Data analysis on pre- and post-assessment After a serious process of developing instructional planning and design, instructional presentation and follow-u p, it was important to ascertain whether the objectives and goals were achievable from the teaching period. The pre and post-assessment papers and programs were submitted to the assessor in charge of the pre-clinical experience assessment. The teacher undertook pre- and post-assessment data analysis for individual students. The teacher chose student X for pre and post assessment. At the beginning of the lesson, student X was unable to distinguish between hills and mountains in photos, magazines, and newspapers. The student could not establish the description for each of the features. Due to this aspect, an estimation of about 8 students out of 24 students had an idea of the theme. At the end of the lesson, the teacher analyzed data from student X performance. The score for student X in the matching worksheet was 96%. On assessment given about the topic, students X produced 9/10%. Highest scorers produced 100% and 10/10 in the matching sheet and the assessment assignment respectively . Evaluation The lesson took the substantial time and followed all the protocols governing the school and the class routines. On aspects related to time, the teacher managed to use the time productively, with each component taking considerable time. On top of this, the lesson ended 10 minutes ahead, giving the teacher ample time to go through the assessment components. Prior to the pre-clinical experience assessment, several activities transpired that made me to evaluate my performance. Students were at least able to comprehend to the questions, tests and successive assessments in post assessment. Sophisticated technology remained imperative and students were able to assimilate with the available technology, where computerize digital media become familiar to students. Reference List Gurney, P. (2007). Five Factors for Effective Teaching. New Zealand Journal of Teachers’ Work, 4(2), 89-98. Holmes, K., Holmes, S. (2011). Hierarchy for effective lesson planning: A guide to diff erentiate instruction through material selection. International Journal of Humanities and Social Science, 1(9), 144-151. Malik, K., Khurshed, F. (2011). A Proposed Constructive Instructional Design (CID) for Teaching of Social Studies at Elementary Level. European Journal of Social Sciences, 23(4), 531-552. Singh, H. (2005).Teaching Practice: Lesson Planning. London, UK: APH Publishing. This essay on Social Science and Elementary Teaching Methods was written and submitted by user Thunderbird to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

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