Example of Interview Protocol

Interview Protocol 1. How would you doctor biology? 2. How would you find out behavior? 3. soften 5 examples of tone and explain wherefore they certify vivification. 4. What is the sm on the wholeest social unit of life sentence? 5. Is state unrecorded? why or why non? 6. Is appearance viable? wherefore or why not? 7. What corpse tot out makes us well-nigh a survive? Why? Interview 1 Interviewer (LH) How would you cook biology? Interviewee (BM) Um.. as a part of life LH Okay, how would you define life? BM Uh.. everything some youfrom the sky to the crazy weed LH Can you give 5 examples of life and explain why they lay out life.BM Plants, because you adopt them to breathe oxygen, yourself, because you ar you, animals, because they ar part of the food chain (she flashed a thumbs up here because she was proud she recalled this information), the sun, because you call for it to grow and not be moody, and pee, water because everything needs water. LH Nice.. wha t is the smallest unit of life? BM Umum.. umI know this LH I know you do (Another beautiful passed and never recalled despite looking around the room and looking directly at the cell poster) LH Is mark alive? Why or why not?BM Yes, because you tush make it grow. LH Is ancestry alive? Why or why not? BM Um( nigh 30 jiffy delay)I am onlyton to show no LH Why not? BM (she shrugs) LH Okay, go back to how you defined life. How do you define life? What makes something alive to you? BM It grows and survives. LH Okay, so is argument alive? BM No, because it doesnt grow. LH One of your examples of life was the human dust. What part of the human carcass makes you most alive and why? BM Your magnetic core because it makes everything move. Because you derriere live without a straits, cant you? You can be mind all of a sudden.LH But once your kindling gives out then you are dead? BM Yes, because you palliate can live LH Without a brain and not without a heart? BM You can live more without a brain then a heart. LH Very nice, thank you for participating. Interview 2 Interviewer (LH) How would you define biology? Interviewee (YC) The study of life. LH Andhow do you define life? YC Something that moving, breathing, designing LH Ok.. can you give me quint examples of life and explain why they exhibit life. YC Plants, cause they grow, humans, cause they move around, they function, they gestate and they also grow.. m.. waitanimals cause thats like humans. um.. LH dickens more YC I really cant hypothesise of two more. Those are the only ones I can think of right now. LH Ok, so plants, animals and humans, what is the smallest unit of life? YC The cell LH And, is soil alive to you? Why or why not? YC Um.. yeah because it makes things grow. LH Okay.. is air alive to you? Why or why not? YC No, because in order to be alive you have to be, like, functioning, growing, moving and air is only if two chemicals put in concert to make one chemical. LH Okay, and wha t body part makes a human cosmos most alive and why?YC The heart because without your heart you cant function, you cant, because your heart makes your whole body function so without that you wont be able to function. Because the heart is the one that produces the assembly line and the blood sends out to all of yourum.. cells and all your body parts. It also sends out reflexes. It also helps with your reflexes and everything. LH Nice, thank you. Analysis The most surprising part of the interview came later on the interview when the two vitrines started arguing about their answers. I invited two friends to come later school but interviewed them separately.After I was do with the second base interview, the girls started discussing how they answered each question. Their focus was specifically on the last two questions is air alive and what part of the body makes a human universe alive? They started discussing molecules and molecular(a) interactions in air that could create life or prevent life depending on the quality of air. In addition, they considered the importance of the brain in the human body and discussed the implications of being brain dead but still alive. After some discussion, the girls decided the brain is the coach and the heart is the player.Both students are basketball players so it helped them to process the information by relating to basketball. In other words, the coach gives billing but the players still have to perpetrate the plays. Another point of interest was the coefficient of correlation of grades with ease and accuracy of recall. My first study is receiving a B in my fork and the second subject an A. The first subject knew the concepts but had more difficulty with the ingest definition. The first subject talked around topics demonstrating noesis of content standards but had difficulty pinpointing her ideas.The second subject gave exact definitions and answers quickly. The comfort direct was visible in the answers provid ed, both in accuracy and timing. In addition, despite discussing the characteristics of life, I realized both students still created a superficial definition of life. They summarized life as something that moves and grows and breathes, but they did not consider upbringing and they are made of cells and more skillful aspects of the definition of life. The students also had trouble with their suffer definition when I started asking them about specific questions regarding animation/non-living parts.Although it was interesting the second subject had a greater confederation between her definition and her explanation of why a heart is the most fine organ for life. I also find when giving examples of life, both subjects focused on all-encompassing categories of life plants, animals, humans and miss specific examples of living things. I would be interested to see if a young student would name specific living things or focus on broad categories. I suspect the broad categories come from the fact we are studying cells and just studied ecology and the focus is on plant versus nimal or consumer versus producer. After complementary my interview I realized my questions were likewise narrow. I tried to predict what the students would say and create appropriate follow-up questions but the questions still had short answers. I need to reflect on how to write my questions to supplicate longer responses with more detail to butt feeling. The discrepancy between what I judge and what happened could be the result of the nature of the study and the focus on content compared to my look for survey that focuses on experiences and emotions.