TITLE: Patsy and Intervener in Science Class


[Visual Description]
A young woman with brown hair is in a classroom working side by side with her intervener


FEMALE SPEAKER 1:
Yes everyone had a chance to think about this? Yeah. Yep.
Let's talk about this. Patsy do you think that making accurate measurements is
important in science? Do you think it is important in science? Think about the
experiment that we wrapped up.


PATSY:
Yes.


FEMALE SPEAKER 1:
Yes. Why do you think that Patsy?
Why do you think making accurate or correct measurements is important in
science?


PATSY [Signing]:
Yeah, because has measurement units and met meters and millimeters and
centimeters and kilometres whatever.


INTERPRETER:
Why important? Why important to have different different units and use those
in science? Why and not only just say fast, slow, big ,small, whatever. Why?


PATSY [signing]:
Because that is different units. It's important. It is important.


INTERPRETER:
If one scientist over here says is a big tornado. Fast. Fast. Fast. Fast. And another
scientist over here says my tornado so big. That is fast. Tornado more big more
fast than yours. But that scientists did not see that tornado. And that scientist
did not see that tornado. How do you know which is more big more fast? 


PATSY:
It was 300 miles.


INTERPRETER:
Right? How did they know Patsy that it was 300 miles per hours?


[Visual Description]
The video pans to another young woman sitting in the classroom and teacher walking behind her.  


FEMALE SPEAKER 1:
How did they know that? How did they know that?


PATSY [Signing]:
The scientist said that is too big.


FEMALE SPEAKER 1:
I'll bet you can tell us the name of this instrument
because you have studied this before.


FEMALE SPEAKER 2:
It's called an anemometer.


FEMALE SPEAKER 1:
Then how did they, they use this instrument to find out what?


FEMALE SPEAKER 2:
Oh, what they do is they use it
to figure out the wind speed? They put it out and wherever the needle goes is how
fast it is.


[Visual Description]
The video pans back to Patsy and her interpreter


FEMALE SPEAKER 1:
What would have happened, when they were measuring the speed of the wind with a special
instrument, what would have happened if they had
they measured incorrectly?


FEMALE SPEAKER 2:
If they measured incorrectly, their accuracy of their results will be wrong. They
will mess up their experiment.


FEMALE SPEAKER 1:
Very good. Their results would be incorrect. That is
absolutely true and their conclusion if you'll remember the basic steps that we
talked about, the very last step the very last step in the science process was
drawing conclusions and reporting results. And you are absolutely correct
that if we measure wrong, let's say we measure the wind speed Patsy and they
read the instrument wrong. Let's say they read the instrument incorrectly and they
thought the wind speed was 400 miles per hour instead of 300. Our question in this
experiment was what is the wind speed of fast?
Find the tornado wind speed. So if they did not
measured correctly would they have gotten the right conclusion? The right
answer? That's a chance to answer.


PATSY [Signing]:
No.


FEMALE SPEAKER 1:
No they would not. And this is the point of
measuring. It's very important thing for us all to understand about measuring
accurately. But when measuring is not done accurately we
will not get true results and we will not get the correct conclusion. One other
thing for us to think about is reporting accurately. Reporting accurately. I had a
student in another class who measured accurately during a lab but when she
reported, remember . . .