PRACTICAL Name:

Eyes and vision

You need:
■ two pencils ■ large coins ■ flat desk or table top

Distance Judgement
This experiment shows you how to compare one Eye
eye with two eyes when judging distances. It
B
should help you understand why we have two eyes.
D
1 Arrange two pencils on a desk top in positions C
A and B, as shown on the diagram opposite. A

2 Sit so that your eyes are level with the surface

of the desk (it is very important that you do not
look down on the desk).
3 The aim is to move the pencils until their
points are exactly opposite by not touching
(i.e. to positions C and D). Do this in three
different ways:
Method one: Close one eye and ask a
partner to move the pencils by following your
instructions only (they must not try to correct
your mistakes).
Return the pencils to positions A and B.
Method two: Close one eye but this time use
one hand to move the pencils.
Method three: Try the experiment again using
one hand but both eyes.
Questions
a Is there any difference between using one eye
and two? If so, try to explain this difference.
What does this tell you about why we have
two eyes?
b Is it easier or more difficult to use one hand or
a partner to get the pencils opposite? If so, try
to explain any difference.
Three-dimensional vision
3-D vision allows you to see rounded, solid objects
rather then a flat picture of your surroundings,
like a photograph. This experiment helps you
understand how your eyes and brain produce a
3-D vision.
1 Hold a large coin with its edge towards you,
about 30 cm in front of your eyes.
2 Look at the coin first with you left eye closed
and then with your right eye closed.
Questions
a What is the difference between the two views
of the coin?
b Why does your brain need these two views to
produce a 3-D vision?
c Try to think of reasons why, despite these
results, your vision does not become
completely flat and two-dimensional when
you close one eye. (Do we need two eyes
after all?)

Your teacher will be looking for:

■ accurate observation
■ good presentation of results and sensible conclusions

© OUP: this may be reproduced for class use solely for the purchaser’s institute