(Submitted by CHS Sophomore, Alexis Conboy)
When studying the nervous system, one must surely be in awe of its speed and power. The
Chadron High advanced biology class recently explored the nervous system, specifically the
nervous systems reaction times. In order to test the reaction times of the nervous system, a
series of experiments were conducted and the results were recorded in a graph. After all of the
data had been compiled, questions on the experiment were completed by the students to further
engage them and compare data compiled by other students
Chadron High advanced biology class recently explored the nervous system, specifically the
nervous systems reaction times. In order to test the reaction times of the nervous system, a
series of experiments were conducted and the results were recorded in a graph. After all of the
data had been compiled, questions on the experiment were completed by the students to further
engage them and compare data compiled by other students
In the first experiment, students were to hold a meter stick approximately three centimeters
above the hand that was being tested. Then the meter stick would be dropped and the person
being tested would have to catch the meter stick as fast as they could. This would be repeated
for the opposite hand and person and recorded on a graph. The second experiment was the
same, only the person being tested had to close their eyes and the person dropping the meter
stick had to say go in order for the person to react. The third experiment would also be a
rendition of the first. The groups had to come up with their own experiment. One group
decided to test their reaction after having laid down on the ground for a few minutes. Another
decided to run up and down the stairs leading down to the central office a few times. The tests
conducted by the students were overall very creative.
above the hand that was being tested. Then the meter stick would be dropped and the person
being tested would have to catch the meter stick as fast as they could. This would be repeated
for the opposite hand and person and recorded on a graph. The second experiment was the
same, only the person being tested had to close their eyes and the person dropping the meter
stick had to say go in order for the person to react. The third experiment would also be a
rendition of the first. The groups had to come up with their own experiment. One group
decided to test their reaction after having laid down on the ground for a few minutes. Another
decided to run up and down the stairs leading down to the central office a few times. The tests
conducted by the students were overall very creative.
After the experiments, students had to answer an assortment of questions. These questions
included “Which hand had the quickest reaction time?”, “Why may each person/hand have a
different reaction time?”, and “Were there any trends that could be identified in the data?”. All
of these questions allowed the students to become more engaged in the experiments. Not only
would they have to compile the data they would also have to draw conclusions and make
connections with their group’s data and the other groups’ data as well.
included “Which hand had the quickest reaction time?”, “Why may each person/hand have a
different reaction time?”, and “Were there any trends that could be identified in the data?”. All
of these questions allowed the students to become more engaged in the experiments. Not only
would they have to compile the data they would also have to draw conclusions and make
connections with their group’s data and the other groups’ data as well.
These experiments were ultimately very beneficial to the students of Mr. Bradley’s advanced biology
class. The tests were not only informative but engaging and fun for the students. The experiments gave
a more in-depth understanding of the nervous system while also providing an opportunity to make
connections and draw conclusions. The skills gained by experiments completed in this classroom will
not only be used in this classroom, but in other classrooms in school, and those “classrooms” that may
appear throughout life.
class. The tests were not only informative but engaging and fun for the students. The experiments gave
a more in-depth understanding of the nervous system while also providing an opportunity to make
connections and draw conclusions. The skills gained by experiments completed in this classroom will
not only be used in this classroom, but in other classrooms in school, and those “classrooms” that may
appear throughout life.
