I then carried out an exercise where I walked up six flights of stairs and then returned back to the classroom. 5. After this I then measured my heart rate again for thirty seconds just after the exercise using a stop watch, when thirty seconds had passed I stopped measuring my heart rate and wrote it down and then multiplied it by two in order to get my heart rate in beats per minute. 6. I then measured my breathing rate by counting how many breaths I took in within thirty seconds just after the exercise, when thirty seconds had passed I stopped measuring my
4. Answer the reflection questions. 5. Complete the chart, attach in the assessment area, and submit to your instructor. Fitness Test|Standard forYour Age|Score|Goal forEnd of course| Mile Run|10:30|8.2|My end goal is 6.5| Sit-and-Reach|25|29|My end goal is 35| Curl-ups|28|30|My end goal is 35| Pull-ups/Push-ups|1/9|25|My end goal is 30| Reflection: 1.
The materials needed for this experiment will be a ball, a meter long ramp, tape, a protractor, and stopwatch. For the first step you will set up the incline of the ramp at a 10° angle. Then you will mark, with tape, six points on the one meter ramp that are equidistant from one another. Next, using a stopwatch, you will roll the ball from each point three times each. After all the trials are completed for the six distances, find the average time it took the ball to reach the end from each point.
Illinois agility run: We had to start from two cone start point, where I had to sit down facing opposite direction of the cone course. When teacher starting countdown I had to run as quick as I could to reach cone nr 1 which was 7,5 metres away, reaching it I had to completely change my direction from straight up standing tall to bent and short stepped, and run to the cone nr 2 which was about 6 metres away, I had to change my direction by 65 degrees, when I reached cone nr
Methods and Materials During this lab I will be connecting patches electrodes to the wrist and left ankle of my little man in this exercise. I will use virtual instruments to display the electrocardiogram (ECG) on the screen. Determine heart rate by measuring the time between adjacent R-Waves. Then I will Measure the time between the P-R, the R-T and the T-P Waves. Finally I will determine which of these three times intervals account for the exercise induced changes in the R-R interval.
|Date: 11/12/13 | Graded Assignment Lab Report: Levers and Pulleys Answer the questions below. When you are finished, submit this assignment to your teacher by the due date for full credit. Note: You will not submit the Lab Report until you have completed the both labs, Levers and Pulleys. (3 points) |Score | | | 1. Write the goal of the labs on levers and pulleys or the question you tried to answer.
Please use the 7 step hypothesis testing model for each analysis, including an APA-style conclusion statement summarizing the findings, interpreting the results and answering the research question. 1. Is there a significant difference in knowledge between on-site and off-site workers before they take the training? 2. Is there a significant increase in knowledge as a result of the training?
* External validity/selection bias: the number of study participants and how participants are selected, with greater external validity assigned to studies with a larger number or participants who are randomly assigned to experimental conditions. * Generalization: the extent to which an experimental effect is observed beyond the treatment setting, under natural conditions, and maintained over time. Dissemination of Evidence-Based Practices in
While recording the masses then placed water and dropping the solid (A) into the graduate cylinder and thus calculating density of unknown (A). Followed by obtaining an unknown assigned liquid and find the volume and mass and the density of the liquid. At the end of the experiment the students gathered the information of our assigned trials and part and shared them with one another Trail 1 A | Trail 2 A | Trail 1 B | Trail 2 B | .752g | 1.088g | .10g | .10g | 5.35ml | 7.012ml | 5.00cm3 | 5.00cm3 | 5.48ml | 7.23ml | 5.01cm3 | 5.13cm3 | .13ml | .219ml | .01cm3 | .11cm3 | 5.8g/ml | 4.99g/ml | 1.0g/cm3 | 1.0g/cm3 | Trail 1 A | Trail 2 | Trail 1 B | Trail 2 B | 25.235g | 25g | 25.41g | 25.67 | 29.225g | 29.667g | 30.35g | 30.46 | 3.991g | 4.667g | 4.94g | 4.79g | 5.25ml | 5ml | 5.00ml | .5,00ml | .760g/ml | .9334g/ml | .99g/ml | .96g/ml | Conclusion The overall experiment was to show and guide student in how basic laboratory would work. While the density of the experiments solid was 4.99 g/cm^3 and the liquid was .933 g/ml. As results were, off
As an exit ticket, Mrs. Calvin instructed the students to choose one structure; tell whether it was found on plant cell, animal cell, or both; and tell its function. The next day, Mrs. Calvin started the lesson by going over the objective and vocabulary with the students. Then the teacher reviewed the scoring rubric for the “Act it Out” project. She also gave the students the opportunity to share what they learned the day before. Next, the students went back to the groups that they formed the previous day to make final preparations for their performances.