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Activity 2.4.2: Student Response Sheet: Visual Perception
Activity 2.4.2: Student Response Sheet: Visual Perception
Activity 2.4.2: Student Response Sheet: Visual Perception
3. Your friend swears that no one can possibly have better than 20/20 vision. Use
what you have learned about the Snellen eye examination chart and what
numbers such as 20/20 really mean to set him/her straight.
Visual Acuity is the sharpness of vision, measured by the ability to discern letters
or numbers at a given distance according to a fixed standard. The first number
represents the distance from the subject to the chart in feet. The first 20 is saying
is 20 feet from the Snellen chart. The second number is the distance in feet that a
normal eye can see as clearly as the subject can at that distance. The second
number represents the average eye sight. This subject can see 20 feet what the
average person can see from 20 feet. A person can have better than 20/20. They
go have 20/15 which means they can see from 20 feet away what a normal person
would have to move up 5 feet to see. And 20/30 means that the person sees at 20
feet is what normal people see at 30 feet.
5. At what distance did the dot disappear during the blind spot test for the right eye?
_______ 10”-14”___ cm
7. Explain what is happening in the eye to cause astigmatism. How does this impact
how you see?
The lens is irregularly shaped, causing light to refract all over the eye and not
focus, and causing blurry images.
2. How does the size of the fovea centralis of your eye compare to that of others in
your group?
5. Some cities hang their traffic lights from left to right, rather than from top to
bottom. Explain why this might cause a problem for a driver with red-green
perception deficiency. The colors would blend together so they would not
know when to go or stop and it would lead to accidents and wrecks
because of their confusion.
7. If we have three different types of cones – red cones, blue cones, and green
cones – how do we see such a wide range of colors? Because like the primary
colors they blend together and make more colors.
2. Which background provided you with the best depth perception? Why do you
think this is the case?
4. Why might driving be dangerous for someone with poor depth perception?
It can make it difficult for you to merge, or to gauge how quickly
other people are merging into your lane. You may also have problems leaving
enough space between your car and the car in front of you.
ACTIVITY 6: Accommodation
1. When looking at the “E” on your finger, was the “E” on the chart blurry or in
focus?
2. When looking at the “E” on the chart, was the “E” on your finger blurry or in
focus?
3. What happened when you closed and opened your right eye?
4. What happened when you closed and opened your left eye?
5. Judging from your results, do you think you are emmetropic, myopic, or
hyperopic? Explain.
6. What is accommodation in the eye? How are muscles involved in this process?
2. As you age, your near point will change. Do you think it will increase or
decrease? Why?
3. Why is the near point closer for a myopic person than that of a hyperopic
person?
In hyperopia, the focus point is behind the retina, making the image elongated.
It's the opposite for myopia, so you can focus on closer things.
4. Using rods and cones in your answer, explain your answer to Question 3.
5. List some situations where you would most likely rely on your peripheral vision.
ACTIVITY 9: Afterimages
1. What afterimage did you see after looking at the red vinyl? What afterimage did
you see after looking at the green vinyl?
Hearts:
Diamonds:
Clubs:
Spades:
2. The Diamonds cards 2-10 involve perception. Look at the 3 of Diamonds card. All
three figures are the same height. Explain how the illusion of varying heights is
created.
3. The Clubs cards 2-10 test your ability to judge sizes and shapes. Look at the 9 of
Clubs card. Although the two center circles are the same size, the one
surrounded by smaller circles appears much larger. Why do you think this
occurs?
4. The Spades cards 2-10 illustrate illusions of movement and the perception of
movement. Look at the Spades cards 4 and 5. Place the cards side by side.
Describe what you see.
Now, move the cards in the opposite directions. What do you see?
2. Is the image of the picture you drew inverted? Turn the picture upside down. How
does the image look now?
3. Since the image on the retina is inverted, why don’t we see things upside down?
4. What structure in the eye does the water represent? Explain the function of this
liquid.
5. Describe what needed to occur for the distant object to be in focus. How does
this relate to what actually happens in the human eye?
7. What happens to the clarity of the image when you decrease the pupil size? How
does this relate to squinting?
8. Does a far-sighted person have trouble seeing distant objects? Why was it not
necessary to change the lens to look far away?
10. To correct hyperopia, is it necessary to move the image formed by the eye
closer or farther away from the eye’s lens system? Does this require a
convergent or divergent lens? NOTE: Information about lenses is found on the
station instructions, but you may do some Internet research to help you answer
Questions 11 and 12.
11. Are the surfaces of the corrective lens that you used on the eye model concave
and convex? Explain.
12. What happens to the image when you move the screen to the NEAR position?
This is what a nearsighted person sees when looking at a near object.
13. What happens to the image when you focus the eye on a distant object? This is
what a nearsighted person sees when they look at a distant object.
15. To correct myopia, is it necessary to move the image formed by the eye closer or
farther away from the eye’s lens system? Does this require a convergent or
divergent lens?
16. Are the surfaces of the corrective lens that you used on the eye model concave
and convex? Explain.
*Questions for Stations 1-10 are adapted from Carolina: Visual Perception Kit; Questions from Station 11
are adapted from the PASCO Eye Model Kit.