The document discusses reaction time and its measurement. Reaction time is defined as the time between a stimulus and the beginning of a response. It has two components: reaction time itself, which is from stimulus to initial movement, and motion time, which is the additional time to complete the movement. Reaction time can be measured using simple reaction time tasks, which involve responding as quickly as possible to a single predictable stimulus, or choice reaction time tasks, which require selecting between multiple possible responses. The document also describes factors that can influence reaction time such as age, fatigue, distraction, and stimulus modality (auditory vs. visual). It then presents data from a study that found reaction times increased with higher noise levels, lower light levels, and
Bond J has a coupon rate of 4.3 percent. Bond S has a coupon.docxAASTHA76
Bond J has a coupon rate of 4.3 percent. Bond S has a coupon rate of 14.3 percent. Both bonds have eleven years to maturity, make semiannual payments, a par value of $1,000, and have a YTM of 9.6 percent.
If interest rates suddenly rise by 3 percent, what is the percentage price change of these bonds? (A negative answer should be indicated by a minus sign. Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.)
Percentage
change in price
Bond J
%
Bond S
%
If interest rates suddenly fall by 3 percent instead, what is the percentage price change of these bonds? (Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.)
Percentage
change in price
Bond J
%
Bond S
%
-20.42
-16.37
Lab 1 – Introduction to Science
Exercise 1: The Scientific Method
In this exercise, you will answer the questions based on what you have seen in the videos throughout the lab. Be sure to pay careful attention to the videos – you will not only need them to complete this exercise successfully, but also to have a firm understanding of the scientific method for future labs.
QUESTIONS
1. Make an observation – Write down any observations you have made regarding the effect of pollution on the environment.
Answer =
2. Do background research – Utilizing the scholarly source (provided here), describe how pollution might affect yeast.
Answer =
3. Construct a hypothesis – Based on your research from question 2, develop an if-then hypothesis relating to the effect of pollution on yeast respiration.
Answer =
4. Test with an experiment – Identify the dependent variable, independent variable, and the controlled variables for the experiment.
Answer =
5. Analyze results – Record your observations of the three test tubes before incubation and compare them to the observations provided in the video.
Answer =
Test Tube
Initial Appearance
Yeast with No Pollutant
Yeast with Salt Water
Yeast with Detergent
6. Analyze results – Record your observations of the three test tubes after incubation.
Answer =
Test Tube
Final Appearance
Yeast with No Pollutant
Yeast with Salt Water
Yeast with Detergent
7. Analyze results – The table below shows sample data regarding the amount of carbon dioxide produced by each tube. Determine what type of graph would be the most appropriate for displaying the data and explain why you chose that graph. Then, make a graph. Use Microsoft Excel or a free graphing program (for example, https://nces.ed.gov/nceskids/createagraph/) to create the graph. Submit this with your post-lab questions.
Sample
Amount CO2 Produced (mL) After 1 Hour
Yeast with No Pollutant
7 mL
Yeast with Salt Water
0.5 mL
Yeast with Detergent
0 mL
Answer =
8. Draw conclusions – Interpret the data from the graph in Question 7. What conclusions can you make based on this graph?
Answer =
9. Draw conclusions – Based on your observations ...
MethodMaterialsCogLab (2007) provided the implicit learning .docxARIV4
Method
Materials
CogLab (2007) provided the implicit learning experiment via their Visual Search test. I was able to access the test software from my personal computer. The test consisted of approximately ninety-six trials each containing a varying number of blue and green circles and squares. The first set of forty-eight trials known as the feature searches included only blue circles and squares as distracters. The second set of forty-eight trials known as the conjunctive searches included blue circles, blue squares, and green squares as distracters.
Procedures
The object of the test was to identify whether or not a green circle was present on each screen as quickly as possible. The presence of a green circle target on the screen was identified by pressing the back slash (/) key. The absence of a green circle target on the screen was identified by pressing the “z” key. I moved from one screen to the next by pressing the space bar.
Results
The test results for the feature searches where all the distracters were blue showed that the response time did not increase very much despite the number of distracters on the screen. Even when the green circle target was not present, the response time did not increase. The results for the conjunctive trials where the distracters were both green and blue showed that as the number of distracters increased the response time increased – meaning that it took longer to respond when there were many distracters. The response time actually doubled when the target was not present. The data tables and the data plot reflects a disparaging difference in response times between the feature searches and the conjunctive searches. There is also a profound difference in response time between the target present and target absent conjunctive searches.
How to Write a Summary
With thanks to: Swales, John M. and Christine B. Feat. Academic Writing for Graduate Students,
Essential Tasks and Skills. Ann Arbor: U Michigan P, 1994. 105-130.
Preparing to Write: To write a good summary it is important to thoroughly understand the
material you are working with. Here are some preliminary steps in writing a summary.
1. Skim the text, noting in your mind the subheadings. If there are no subheadings, try to
divide the text into sections. Consider why you have been assigned the text. Try to
determine what type of text you are dealing with. This can help you identify important
information.
2. Read the text, highlighting important information and taking notes.
3. In your own words, write down the main points of each section.
4. Write down the key support points for the main topic, but do not include minor detail.
5. Go through the process again, making changes as appropriate.
For example:
Global Implications of Patent Law Variation
A patent is an exclusive right to use
an invention for a certain period of time,
which is given to an inventor as compen-
sation for disclosure of ...
Running Head REACTION TIME 1REACTION TIME .docxtoltonkendal
Running Head: REACTION TIME 1
REACTION TIME 18
Reaction Time- Are men or women faster?
name
college
class
Date
Reaction Time – Are men or women Faster?
Introduction
Reaction time has a long history of being studied. Reaction times have been studied since the mid 1900’s (Silverman, 2010, para 2). Reaction time is the measure of response to stimulus such as simple tasks. Reaction times vary depending on the type of tasks involved. For instance, “simple reaction time (RT) is shorter than a recognition reaction time, and choice reaction time (CRT) takes even longer because the subject must choose a specific response corresponding to the stimulus” (Norton, Norton, & Lewis, 2016). Reaction time is important in day to day life because speed of response and decision making are very important, especially in emergency situations.
It has been debated whether men or women have faster reaction times to reaction time experiments or whether other factors influence results, such as athleticism or age. There have been many types of experiments on reaction time and the focus varies. In an article testing reaction times in the Olympic games and comparing them to gender specifically, it was found that “Women not participating in the Olympic Games have been reported to exhibit slower simple reaction times than men” (Lipps, Galecki, & Aston-Miller, 2011). There have also been studies that test whether auditory or visual reaction times are faster. In a study conducted with first year medical students, the study showed that in “both sexes the RT to the auditory stimulus was significantly less (P < 0.001) as compared to the visual stimulus” (Jain, Bansal, Kumar, & Singh, 2015).
Simple reaction time is also influenced by the level of physical activity one is involved (Beashel & Taylor, 2001). Men are mainly known to be more physically involved and active than women. According to some scientists, people who are active have a faster simple reaction rate when compared to people who are less involved in activities. Men are known to carry out heavy duties as compared to women who carry out less heavy duties. This in turn, may affect how quickly men and women react to reaction time tasks.
It is hypothesized that men will have a faster reaction time in a simple reaction time task than in women regardless of the age. According to Kosinsky, “males have faster reaction times than females, and female disadvantage is not reduced by practice” (2010, para. 20). This study will test the hypothesis to see if that is correct. With the advancements of science, it has been possible to get a more accurate reading of subjects’ reaction times by using computer software. Computer software has the ability to accurately record how long a participant takes to respond to the given cue. When designing a computerized reaction time task, it is important ...
Bond J has a coupon rate of 4.3 percent. Bond S has a coupon.docxAASTHA76
Bond J has a coupon rate of 4.3 percent. Bond S has a coupon rate of 14.3 percent. Both bonds have eleven years to maturity, make semiannual payments, a par value of $1,000, and have a YTM of 9.6 percent.
If interest rates suddenly rise by 3 percent, what is the percentage price change of these bonds? (A negative answer should be indicated by a minus sign. Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.)
Percentage
change in price
Bond J
%
Bond S
%
If interest rates suddenly fall by 3 percent instead, what is the percentage price change of these bonds? (Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.)
Percentage
change in price
Bond J
%
Bond S
%
-20.42
-16.37
Lab 1 – Introduction to Science
Exercise 1: The Scientific Method
In this exercise, you will answer the questions based on what you have seen in the videos throughout the lab. Be sure to pay careful attention to the videos – you will not only need them to complete this exercise successfully, but also to have a firm understanding of the scientific method for future labs.
QUESTIONS
1. Make an observation – Write down any observations you have made regarding the effect of pollution on the environment.
Answer =
2. Do background research – Utilizing the scholarly source (provided here), describe how pollution might affect yeast.
Answer =
3. Construct a hypothesis – Based on your research from question 2, develop an if-then hypothesis relating to the effect of pollution on yeast respiration.
Answer =
4. Test with an experiment – Identify the dependent variable, independent variable, and the controlled variables for the experiment.
Answer =
5. Analyze results – Record your observations of the three test tubes before incubation and compare them to the observations provided in the video.
Answer =
Test Tube
Initial Appearance
Yeast with No Pollutant
Yeast with Salt Water
Yeast with Detergent
6. Analyze results – Record your observations of the three test tubes after incubation.
Answer =
Test Tube
Final Appearance
Yeast with No Pollutant
Yeast with Salt Water
Yeast with Detergent
7. Analyze results – The table below shows sample data regarding the amount of carbon dioxide produced by each tube. Determine what type of graph would be the most appropriate for displaying the data and explain why you chose that graph. Then, make a graph. Use Microsoft Excel or a free graphing program (for example, https://nces.ed.gov/nceskids/createagraph/) to create the graph. Submit this with your post-lab questions.
Sample
Amount CO2 Produced (mL) After 1 Hour
Yeast with No Pollutant
7 mL
Yeast with Salt Water
0.5 mL
Yeast with Detergent
0 mL
Answer =
8. Draw conclusions – Interpret the data from the graph in Question 7. What conclusions can you make based on this graph?
Answer =
9. Draw conclusions – Based on your observations ...
MethodMaterialsCogLab (2007) provided the implicit learning .docxARIV4
Method
Materials
CogLab (2007) provided the implicit learning experiment via their Visual Search test. I was able to access the test software from my personal computer. The test consisted of approximately ninety-six trials each containing a varying number of blue and green circles and squares. The first set of forty-eight trials known as the feature searches included only blue circles and squares as distracters. The second set of forty-eight trials known as the conjunctive searches included blue circles, blue squares, and green squares as distracters.
Procedures
The object of the test was to identify whether or not a green circle was present on each screen as quickly as possible. The presence of a green circle target on the screen was identified by pressing the back slash (/) key. The absence of a green circle target on the screen was identified by pressing the “z” key. I moved from one screen to the next by pressing the space bar.
Results
The test results for the feature searches where all the distracters were blue showed that the response time did not increase very much despite the number of distracters on the screen. Even when the green circle target was not present, the response time did not increase. The results for the conjunctive trials where the distracters were both green and blue showed that as the number of distracters increased the response time increased – meaning that it took longer to respond when there were many distracters. The response time actually doubled when the target was not present. The data tables and the data plot reflects a disparaging difference in response times between the feature searches and the conjunctive searches. There is also a profound difference in response time between the target present and target absent conjunctive searches.
How to Write a Summary
With thanks to: Swales, John M. and Christine B. Feat. Academic Writing for Graduate Students,
Essential Tasks and Skills. Ann Arbor: U Michigan P, 1994. 105-130.
Preparing to Write: To write a good summary it is important to thoroughly understand the
material you are working with. Here are some preliminary steps in writing a summary.
1. Skim the text, noting in your mind the subheadings. If there are no subheadings, try to
divide the text into sections. Consider why you have been assigned the text. Try to
determine what type of text you are dealing with. This can help you identify important
information.
2. Read the text, highlighting important information and taking notes.
3. In your own words, write down the main points of each section.
4. Write down the key support points for the main topic, but do not include minor detail.
5. Go through the process again, making changes as appropriate.
For example:
Global Implications of Patent Law Variation
A patent is an exclusive right to use
an invention for a certain period of time,
which is given to an inventor as compen-
sation for disclosure of ...
Running Head REACTION TIME 1REACTION TIME .docxtoltonkendal
Running Head: REACTION TIME 1
REACTION TIME 18
Reaction Time- Are men or women faster?
name
college
class
Date
Reaction Time – Are men or women Faster?
Introduction
Reaction time has a long history of being studied. Reaction times have been studied since the mid 1900’s (Silverman, 2010, para 2). Reaction time is the measure of response to stimulus such as simple tasks. Reaction times vary depending on the type of tasks involved. For instance, “simple reaction time (RT) is shorter than a recognition reaction time, and choice reaction time (CRT) takes even longer because the subject must choose a specific response corresponding to the stimulus” (Norton, Norton, & Lewis, 2016). Reaction time is important in day to day life because speed of response and decision making are very important, especially in emergency situations.
It has been debated whether men or women have faster reaction times to reaction time experiments or whether other factors influence results, such as athleticism or age. There have been many types of experiments on reaction time and the focus varies. In an article testing reaction times in the Olympic games and comparing them to gender specifically, it was found that “Women not participating in the Olympic Games have been reported to exhibit slower simple reaction times than men” (Lipps, Galecki, & Aston-Miller, 2011). There have also been studies that test whether auditory or visual reaction times are faster. In a study conducted with first year medical students, the study showed that in “both sexes the RT to the auditory stimulus was significantly less (P < 0.001) as compared to the visual stimulus” (Jain, Bansal, Kumar, & Singh, 2015).
Simple reaction time is also influenced by the level of physical activity one is involved (Beashel & Taylor, 2001). Men are mainly known to be more physically involved and active than women. According to some scientists, people who are active have a faster simple reaction rate when compared to people who are less involved in activities. Men are known to carry out heavy duties as compared to women who carry out less heavy duties. This in turn, may affect how quickly men and women react to reaction time tasks.
It is hypothesized that men will have a faster reaction time in a simple reaction time task than in women regardless of the age. According to Kosinsky, “males have faster reaction times than females, and female disadvantage is not reduced by practice” (2010, para. 20). This study will test the hypothesis to see if that is correct. With the advancements of science, it has been possible to get a more accurate reading of subjects’ reaction times by using computer software. Computer software has the ability to accurately record how long a participant takes to respond to the given cue. When designing a computerized reaction time task, it is important ...
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdfPaige Cruz
Monitoring and observability aren’t traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current company’s observability stack.
While the dev and ops silo continues to crumble….many organizations still relegate monitoring & observability as the purview of ops, infra and SRE teams. This is a mistake - achieving a highly observable system requires collaboration up and down the stack.
I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
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The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
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3. Definition
Reaction time is a measure of how quickly an organism can respond to a
particular stimulus. Reaction time has been widely studied, as its practical
implications may be of great consequence, e.g. a slower than normal
reaction time while driving can have grave results. The model for
information flow within an organism can be represented in this way:
Stimulus
Receptor
Integrator
Effector
Response
More specifically, in vertebrates, information flow can be represented in this
way:
Stimulus
Sensory Neuron
Spinal Cord or Brain
Motor Neuron
(Kosinski, Robert J. 2005)
Response
Page 3
5. Definition
• The time passing from the appearance of a
proximal stimulus to beginning of an effector
action is called Reaction Time
• The additional time to perform an appropriate
movement is called Motion or Movement time
Note :
REACTION TIME + MOTION TIME = RESPONS TIME
Page 5
7. Reaction Time
If person knows that a particular stimulus will occur, is prepared
for it, and knows how to react to it, the resulting reaction time is
called “Simple Reaction Time”.
The Scientist found about the RT calculation with the variable a
and b are empiric constants and variable N is number of
choices which means a logarithmic of alternative stimuli and
responses.
Prntsqn rumus hal 146
Ditulis 2 rumusnya
Page 7
8. Under optimal conditions, simple auditory, visual,
and tactile reaction times are about 0.2 second. If
conditions deteriorate, such as uncertainty about the
appearance of signal, reaction slows. And the graph
below shows that relation :
Grafik halaman 146
Page 8
9. Motion Time
• Motion time follows reaction time. Movements may be
simple, such as lifting a finger in response to a stimulus, or
quite complex such as swinging a tennis racket.
• Movement time also depends on the distance covered and
on the precision required.
• And the formula to get the Motion Time was called Fitts’
law which describe below :
Page 9
10. Reaction Time Calculation
The way to calculate the Reaction time is not just using the
mathematic calculation. But the scientist around the world try to
define the way to calculate the reaction time by modern and
simple ways such as software. And here are some ways to
calculate the reaction time :
Flicker
fusion
threshold
Simple
Reaction
Time Task
Reaction
Times with a
Word Cue and
Word
Association
Reaction Time
Page 10
11. Simple Reaction Time
Simple Reaction Time (SRT) is a test which measures simple
reaction time through delivery of a known stimulus to a known
location to elicit a known response. The only uncertainty is with
regard to when the stimulus will occur, by having a variable interval
between the trial response and the onset of the stimulus for the next
trial. As soon as the participant sees the square on the screen, they
must press the button on the press pad.
Page 11
12. Reaction Times with a Word Cue
• This method will once again calculate reaction time by
calculating the time it takes to catch a dropped ruler, but in
this method a final word cue is given, as well, after other
words are spoken that should be ignored.
1 and 2. Exactly the same as in Method 1.
3. Determine a particular word as a signal to catch the dropped ruler.
4. Use a variety of words before dropping the ruler; disregard ruler
catches on wrong word.
5. Record the number at the subject’s fingertips, i.e. distance the ruler
fell through the subject’s fingers,
6. Calculate reaction time in seconds as in #6 above
Page 12
14. Reaction Time with Word Association
1 and 2: Exactly the same as in Method 1 and 2.
3. Say a stimulus word as a signal to catch the dropped ruler. Do
not predetermine the stimulus word. The subject will catch the
ruler with any word as a cue. This time, however, the subject 3
must also respond with a word. Keep a record of catches that
do no count because of the lack of a word association.
4. Subject responds with a word and catches the ruler while
responding. If unable to make a word association, the catch
does not count.
5. Record the number at the subject’s fingertips, i.e. distance the
ruler fell through the subject’s fingers.
6. Calculate reaction time in seconds as before.
Page 14
15. The flicker fusion threshold
The flicker fusion threshold (or flicker fusion rate) is a
concept in the psychophysics of vision. It is defined as the
frequency at which an intermittent light stimulus appears to
be completely steady to the average human observer.
Flicker fusion threshold is related to persistence of vision.
Although flicker can be detected for many waveforms
representing time-variant fluctuations of intensity, it is
conventionally, and most easily, studied in terms of
sinusoidal modulation of intensity
Page 15
16. Factor Of Reaction Time
•
•
•
•
•
•
•
•
Many factors have been shown to affect reaction
times, including :
age,
gender,
physical fitness,
fatigue,
distraction,
personality type,
whether the stimulus type (auditory or visual)
alcohol,
(Marieb, Elaine N., Exercise 22 Human Reflex Physiology)
Page 16
17. STUDY CASE
Pak ergo, selain sebagai pembawa gerobak
sampah, beliau juga seorang supir tembak. Ada tiga
jenis mobil yang dia gunakan. Ketiga mobil tersebut
memiliki keadaan lingkungan yang berupa
kebisingan, temperatur, dan pencahayaan yang
berbeda. Seorang Mahasiswa teknik industri ingin
meneliti apakah lingkungan fisik berpengaruh
terhadap waktu reaksi, Berikut merupakan tabel
penelitiannya dalam menghitung waktu reaksi
dengan metode Simple reaction time dan choice
reaction time :
Page 18
18. Faktor Lingkungan Fisik
Waktu rata-rata Hasil
Waktu Reaksi
Faktor Lingkungan Fisik
Waktu rata-rata Hasil
Waktu Reaksi
Mobil A (40 dB)
Mobil A (40 dB)
Kebisingan
279.3333
Mobil A (80 lux)
Mobil B (400 lux)
384.6667
Mobil A (18
celcius)
697.3333
Mobil B (25
celcius)
Mobil C (32
celcius)
Simple reaction Time
Pencahayaan
543.6667
459.5
Mobil B (400 lux)
656.5
Mobil C (900 lux)
Mobil A (18
celcius)
329.3333
Mobil C (900 lux)
Temperature
279.3333
543.6667
Mobil A (80 lux)
711.6667
Mobil B (70 dB)
Mobil C (100dB)
499
Mobil C (100dB)
Pencahayaan
Mobil B (70 dB)
Kebisingan
463.6667
866
810
Mobil B (25
celcius)
785
Mobil C (32
celcius)
Temperature
800
573
858
Choice reaction Time
Tentukan kesimpulan dari hasil tabel diatas!
Page 19
19. Jawaban
Jadi Kesimpulan dari tabel hasil pengamatan diatas adalah :
1. Faktor kebisingan
Dari kedua tes yaitu SRT dan CRT menunjukkan bahwa
kebisingan berpengaruh dalam reaction time, semakin
kebisingan meningkat maka waktu reaksi dari operator
semakin lambat.
2. Faktor pencahayaan
Dari kedua tes yaitu SRT dan CRT menunjukkan bahwa
pencahayaan berpengaruh dalam reaction time, cahaya
semakin terang maka waktu reaksi dari operator semakin
lambat.
3. Faktor temperatur
Dari kedua tes yaitu SRT dan CRT menunjukkan bahwa
temperatur berpengaruh dalam reaction time, semakin suhu
ruangan meningkat (diatas suhu normal) maka waktu reaksi
dari operator semakin lambat.
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