Phi Ratio Intro Lab
Purpose: This brief into lab allows students to make math measurements and analyze data from the human body perspective.
Questions:
Does the phi ratio (1.618) show up in the human body?
Are there any body ratios that are more or less likely to show the phi ratio?
How does the phi ratio appear to affect human proportions?
If-Then-Due-To Hypothesis: "If body part ratios are compared, then the accepted phi ratio value (1.4562 - 1.7798) will show up in at least 50% of the body part ratios due to the prevalence of this ratio in the human body."
The skeptical question topic for this unit is math test scores in the United States. Skeptical questions are thoughtful "Why-based" questions which address biases in scientific material. This type of question is not seeking scientific facts.
The article associated with this unit is listed below:
Knowing units, conversions and formulas in physics is a key asset. We will establish an ongoing reference sheet for this skill!
Vectors are an application of trig used in a number of physics situations. Typically students do not have previous vector experience from math classes.
A good set of tutorials is available for this topic on the following site. Lesson #1 pertains to this unit:
The full lab for this unit serves two purposes. First, it allows students to investigate a relatively simple Physics topic as they get used to using the full lab report format. Secondly, the lab reinforces the importance of observer reaction time as part of measurements in Physics.
The purpose of this lab is to determine the average human reaction time, both for individual students and for the class.
Questions:
What is the typical, standard human reaction time?
How do your personal reaction times compare to the class reaction times?
How do the three different tests compare in terms of reaction time data?
How do reaction times affect events measured in Physics class?
"If-Then-Due-To" Hypothesis: "If mulitple means are used to measure reaction times for a class, then a reaction time RANGE can be determined due to variability within the tests and the test subjects."
Variables: (x) student, reaction test; (y) reaction time
Constants: reaction tests used
Controls: standard human reaction time as determined from online sources
There's nothing really difficult about Physics concepts. In fact, they are easier to understand than concepts involving chemistry. The problem we encounter is the pre-conceived ideas or misconceptions students carry with them from their own personal life experiences.
An example of this would be students understanding of light and dark. A typical students will view this in terms of DUALISM - light and dark are two separate things. With this in mind, the following questions arise:
If light can be created, then dark must also be able to be created.
If light can be increased, dark must also be able to be increased.
If light can be measured, then dark must also be able to be measured.
ARE THESE STATEMENTS TRUE?
How do you understand these dualisms...?
Hot and Cold
"Air" and a Vacuum
Life and Death
Strength and Weakness
"Learning To Learn" and Retrieval Assignments (Required before taking the unit test!)
Phi Ratio and Reaction TIme Labs
Practice (Unit Conversion, Trigonometry, Vectors, Calibration Test)
80% Quiz #1 (Math Skills Pretest)
80% Quiz #2
Student Study Reflections on the back of the quizzes