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Follow the Directions!!!

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by

Kristen R.

on 21 October 2012

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Transcript of Follow the Directions!!!

Follow the Directions!!!
Introduction:
Has your teacher ever given you directions and you completely messed them up. Well, that's kind of what I'm testing. What I'm testing is which grade level follows directions the best? I’m doing this experiment because I want to know if your grade affects how well you follow directions or if it just depends on the person. A funny story relating to my experiment, is one time in Integrated Physical science we had to take a following directions test. We took the same test I plan to use in my experiment. The test was on how to build a cup out of a blank piece of printer paper. Myself and another person in the class finished it right away. But the entire class of high school students took till the end of the class period even with assistance. Another funny story is in the same class we had to take a test and we couldn’t write on the test. We had to write our answers on a blank sheet of paper. Or teacher told us that many, many times, then when he handed out the test he said not to write on it. And the whole class told the one person who we thought would write on the test not to write on the test. And the first thing she did was wrote on the test. After all of that. What I plan to do is first go online and find a following directions test. Then once I find the same one I took in science class I will print out 6 copies. 1 for both students out of the 6th 7th and 8th grade. Then I will start with the 6th grade. I will tell them the rules. Give them the test, a blank piece of paper, and a pencil. Let them read through the directions. Then start the timer. Take pictures while they are taking the test. When they are completely stumped, I will allow 1 hint. Then when they are done I will stop the timer and compare there cup to my cup, and fill it with water. If there cup is correct and can hold water I will record my results and move on to the next student. If it is incorrect I will give them a new piece of paper and then start the timer again. I will continue this until they get it right, or until they give up. I will do this with all 6 students, then I will record all of my results and clean up. Question:
What grade level follows directions better? (6th, 7th, or 8th) Hypothesis:
I think the higher level grades will perform the best. Because I think that they won't over think it like most other people in lower grades would. Research Prediction:
The research I did was I found the “following directions test” online.
Also I had to find people to take the test. This experiment didn’t really
require knowledge or research I didn’t already know. But the first 2 things
are extremely important to my experiment because if I couldn’t find the
same test, one then I wouldn’t know if it was built write, or how to help
them. I also wouldn’t have an experiment without it. I also really needed
to have people to test it because without test subjects then I would still
have an unanswered question. I got this research from my science teacher,
online, and at school. Materials:
· Test
· Blank paper
· Timer
· Pencils
· 2 people from the grade levels I selected
· Camera
· Printer
Computer
A place to build the piece Methods:
1. Gather all of your materials.
2. Look up a " following directions" test on the computer, on how to build a cup.
3. Print out 6 copies using the printer.
4. Get 2 of the 6th graders.
5.Take them to the place to build the cup.
6. Give them the test and a pencil.
7.Give them rules.
8. Also give them there blank paper.
9.Let them read through the directions before you start timing them.
10.Start the timer.
11.Take pictures of them taking the test using your camera.
12.See how many tries it takes them to get it right.
13.When they think they are done stop the timer.
14.Once they think they are done, compare there piece to the one you have built.
15.Fill the cup with water to see if it holds the water.
16.If the cup holds the water and it’s the correct design its correct. But if it is incorrect give them a new piece of paper and rest the timer.
17.Start timer again.
18.Repeat steps 13-16 until they get it right.
19.Record results.
20.Repeat steps 4-18 except using different students from the other grade levels.
21.Record all of your results.
22.Clean up 0 6th Grade 7th Grade 8th Grade 1 6

5
4
3 Minutes Quantitative Results:

6th Graders 7th Graders 8th Graders
4minute 47 seconds 3 minutes 42 seconds 6 minutes 10 seconds
None Gave up Gave Up Qualitative Results:
What I observed in my experiment was that when each student had to label the cup is when they messed up. And that is when I had to give my one hint on all of the tests. Also again with the labels no one understood for example fold point C to edge AB. They either folded it to point A. Or to point B. they didn’t fold it to edge AB. Also I observed that a lot of people don’t know how to make a square out of printer paper. Also I think they felt rushed so they weren’t thinking it through all the way. This was all important to my experiment because it let’s me know why I got the results I did. Also it helps me think of how I can make my experiment better. Coclusion: What happened in my experiment was first I tested the 6th graders. With the 6th graders it not that they didn’t know how o follow the directions, it was well first off they didn’t know how to make the paper into a square which causes some issues. So that’s where I gave hint #1 for the 6th grader. Then they were doing okay but were struggling. The second hint was given when she was labeling the piece. Then she finished and we tested the cup. It was successful!!! So then I moved on to the 7th grade. The first student again couldn’t figure out to fold the paper into a square. So that’s again where I gave hint # 1. Not long after that they were confused and gave up. So then I moved on to the next 7th grader of which this time did in fact know how to fold the paper into a square. So it was going well and she did all of it on her own and got the shortest time out of everyone being 3minutes and 42 seconds. I think this was purely for the fact because she took a few extra seconds to read through the directions before actually starting. Also it might be because she followed it step by step and didn’t just skim read. Then I moved on to the 8th grade, the first student had the same problem as the rest did. Shortly after they gave up. Then the next 8th grader didn’t know how to make a square. So hint #1. Then after that it was going smoothly until the labeling came along. And they labeled wrong which made the cup therefore incorrect. That’s when I gave my last hint. After that they did okay and finished but even though it took 6 minutes and 10 seconds they took the time to thoroughly read through the directions. So, I guess that proves it doesn’t matter what age you are. On how well you follow directions, it completely depends on the person and there knowledge. My measured results and my observed results are important to my experiment because they show and explain why, how and what my results were. That is also how they are related. My controlled variables were, the test, the paper given, the amount of hints given, and the area of which the students took the test. My manipulative variable was the grade levels that took the test. And my responding variable was how fast each student took the test. Also if they had to try again or if they got it right the first time. My hypothesis was right and wrong. It was right because I said “ I think the higher level grades will perform the best.” Which the 7th grade did which is a higher level grade. Although it was not the 8th grade with the best time, and the 6th grader beat the 8th graders time. Therefore my hypothesis was wrong as well. It was also wrong because I said “the higher level grades will perform the best, because I think that they won't over think it like most other people in lower grades would.” Which was not the case over thinking was not the issue. First I think some of the issue was not having a square piece of paper and also they didn’t follow directions on how to label the cup. I can make my experiment better by starting with a square piece of paper, having more grades test it that are further spread apart. Also by having more tests for the students to take so I have more to average from.
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