Ap Psychology Experiment Essay

In conclusion during the course of my Psychology class I have learned a lot of concepts that can relate to everyday life. Before I formally learned about these 3 concepts I thought that my prior knowledge of these 3 things were everything that could be known about them. When looking intensively deeper into what they actually are I learned a lot more information. From my learning experience I have found that every single concept we have learned in Psychology relates back to everyday life, so having more knowledge on these things give me a larger outlook on the events I see occur and

Based on my knowledge, I think the length of the string is effecter than the mass. Because if two string have the same angel begins with. The one with the long length of the string swing scope is longer, which I think it should take one time to complete one period.

In Chapter 7 of our What Is Psychology textbook, we learned about the importance, details and strategies of memory techniques. One type of memory is Short Term, which only last up to thirty seconds before forgetting. Whenever has to remember a number or a name, they often repeat the information multiple times so that the Short Term Memory can transition into Long Term Memory. In order for this transition to occur, the information must be constantly repeated, or important enough to be held in the permanent memory, which helps create a “folder” with all retaining information and reminiscing. Another way short term can become long term is using a method called Chunking, this breaks the bigger pictures into smaller ones for the brain to remember,

In Psychology 101, you learn about a personal fable; something that I have not lost. I have always wanted to change the world that I was destined for greatness and teaching elementary school students gives me that power. In the words of Nelson Mandela, “Education is the most powerful weapon which you can use to change the world.”

There were many opportunities for error within this lab due to the procedure the group decided to follow. However, the percentage error was not very significant, with a 1.12% to 6.71% difference between the actual and predicted velocity. The slight difference between the percentages could have been a result of parallax, instrument resolution, environmental factors, and the lack of trials. Once major source of error was the group’s decision to bypass collecting many data trials in the interest in time. This may have introduced biased sample fallacy into the conclusion because there were only two trials per a flying toy and which was little evidence to support the statements made about the relationship between velocity, acceleration, and circular motion. For the next lab, the group plans to conduct at least three trails and then use the average to avoid this bias. Environmental errors present during this lab included classmates walking into the flying toy while the group was collecting data,

However, this was not the case. Discrepancies occurred between the two sets of values due to experimental errors. Some of the sources of error during the experiment include: drift on the voltmeter that affected the accuracy of measurements (instrumental error), rounding-off errors during calculations and the old resistance box. However, these errors can be eliminated by using a new functional resistance box, recording readings at right angles, and using four decimals in calculations to avoid rounding off errors.

In order to fix these errors, it may have been beneficial to run multiple tests to see if these unexpected results were coincidental or if there really is a flaw in the design of the experiment. Even just getting another groups data and taking the average

This is shown by the length of the horizontal paths, being; 1: 9.75m, 2: 3.66m, 5: 18.29m, 6: 12.19m and the times for those paths; 1: 750ms, 2: 281ms, 5: 1407ms, 6: 938ms, being shorter in distance and duration than the diagonal paths; 3: 13.36m/1027ms, 4: 9.85m/757ms, 7: 20.45m/1573ms, 8: 15.24m/1172ms. These numbers are reasonable when the size of the court and the throwing speeds are taken into consideration. To conclude, the numbers show that the paths on the horizontal are generally shorter than the paths on the diagonal once errors have been identified and

In the experiment, there were three spools. Each spool rolled down the ramp three times, in roughly the same spot each time. The small spool had an average distance of 1.11 meters. The medium-sized spool rolled an average of 2.40 meters. The largest spool traveled an average of 3.01 meters. Patterns that were seen in the data were that the small spool had a smaller average than the medium spool and the large spool, the medium spool had a larger average than the small spool but a smaller average than the large spool, and the large spool had a larger average than the medium and small spool. The larger the spool, the farther distance it traveled.

Ashton Vincent’s roll total was 1132. The average 11.32. The sample variance and sample standard deviation were 93.05% and 96.46% respectively. The sample z-score was 314.85%. My results from the experiment were roll totals of 1124, roll average of 11.24, sample variance of 94.21%, sample standard deviation of 97.06%, and sample z-score of 282.38%.

Within this lab, there are many ways that the data collected could be inaccurate. As the data relies on the reaction time and observations of students in the class, it is inevitable that some of the information collected is not precise. If a student was not paying attention to the starter telling him or her to start the stopwatch, then it is possible for the timer to begin timing before or after the cue. This would make the data less precise as some of the times would be skewed, thus making it impossible to determine if uniform motion was truly present. Furthermore, if the starter did not observe the walker crossing the start line correctly, then it is possible that the timers started their stopwatches late as well, making the data just as

Refer to table one for specific procedures for test one for all of the animal groups participating in this test (Hiestand 2011). Consult figures one, two, and three in order to gain a better understanding of the testing arenas used for this test (Hiestand 2011). This test was done mostly to ensure that the animals would respond in the testing situation and a measure of the dogs’ learned response from their previous training. This learned response because of the association of the consequence that comes about due to the animal’s interaction with the object the pulling of the training rope, which should cause a generalized rope pulling response to other ropes that they are presented with during testing. All of the animals in this test had at least one correct trial for this test. Refer to table one, which contains a summary of the procedures for test two as well as a breakdown of the animals in each group in test one for more clarity. Group I’s adult wolves had a nearly one-hundred percent success rate, while the untrained dog within this group only had a success rate of 51.7%. The juvenile wolves of Group II had a completion rate of 43.5%, and took much longer than the adult wolves to interact with the ropes. The Shepherds of Groups III-VII had a combined completion rate of

As a dedicated and hard-working student, I am looking for a graduate school that will challenge my abilities and help me to grow even further. The General Experimental Psychology Master’s Program at the University of Colorado-Colorado Springs (UCCS) seems like it would do just that.

Each researcher in the class interviewed between one to two children within the following age group; 3-5, 8-10 and, 13-15 years old. As a total, there were 33 children involved in the experiment. There were 8 children ages 3-5 interviewed; 4 males and 4 females. There were 15 children ages 8-10 interviewed; 8 males and 7 females. There were 10 children ages 13-15 interviewed; 6 males and 4 females. The participants were selected because the experimenter knew the child they were interviewing. Before interviewing the child, the experimenter asked the parent of the child if it was ok to ask the child some questions for a psychology experiment.

). The experiment is set up so that you can change the mass of the sled, the value of the hanging mass, and the coefficient of friction between the sled and the surface supporting it.