Activity

# The Lifeline Trials

## This science project of a student at Texas School for the Blind and Visually Impaired examines the different lengths of the lifeline on the palm of the hand.

This science project of a student at Texas School for the Blind and Visually Impaired examines the different lengths of the lifeline on the palm of the hand.   She measured the lifelines of numerous volunteers and reports her findings in her own words below.

### Question

Do most people have a long, short, or absent lifeline?

### Hypothesis

I predict that more people will have a long lifeline.  Fewer people will have the short.  And the least amount will have an absent line.

### Materials

1. Yarn
2. Volunteers – to observe their hands
3. Scissors
4. A metric ruler
5. A brailler to produce the graph on

### Preparation

•  Gather materials: yarn, ruler, scissors, pencil, paper, a bag to put all the stuff in.
•  Go around and find willing participants.

### Procedure

1. Measure the length of the participant’s lifeline using the yarn, ruler, and scissors.
2. Locate the lifeline with your fingers.
3. Place the yarn against the lifeline.
4. Cut the yarn at the end of the lifeline.
5. Measure the cut yarn and record your measurement.
6. Reapeat steps 2-7 for all ten students and ten teachers.
7. Graph the data on a bar graph.
8. Analyze your data and find the conclusion and compare hypothesis to your results.
9. Prepare your presentation and put all pictures and data on the presentation board.

### Totals

• Long life lines: 10
• Short life lines: 3
• Absent (no line): 0

### Conclusion

The hypothesis that I made was in fact correct.  I predicted that there would be more people with long lifelines.  Fewer people with short lifelines.  And the least people with absent lifelines.  I knew nothing about lifelines so I’m shocked.

### NGSS Standards:

• Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (HS-ESS2-5)

By Laura Hospitál