ObservationSciMeth(oncampus)(1)

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Observation and Scientific Method (on campus) Copyright © 2023 by Jeff Carmichael, Ph.D. University of North Dakota Name: (if instructed by your lab TA to submit as a team, then include names of all team members WHO WERE PRESENT AND CONTRIBUTED TO THE LAB ACTIVITY) If you were instructed to submit as a team, place an “X” on the red line to indicate that this submission is the one that should be graded (only one student per team should place an “X” here): X 1. ? What triggers leaves to change colors in the fall? If the temperature gets colder, then the leaves will change color. 2. ? How do bats locate their prey when flying in the dark at night? Bats use echolocation to help locate their prey when flying in the dark at night. 3. ? How is water transported through trees that can be over 100 feet tall? Water is transported through little systems of ‘tunnels’ throughout the tree to disperse the water from the roots. 4. ? Why is it necessary to divide the plants into control and experimental groups? To make sure that there are no outstanding variables as well as to compare the groups. 5. ? Why is it important to keep all conditions the same in both groups except the fertilizer? To make sure that is the only thing that changes so that there are no outstanding variables. 1

6. ? Do these results support or refute your hypothesis? Explain. Yes, because all of the averages of the heights of the plants with fertilizer are taller than the averages of the heights of the plants without fertilizer. 7. ? What P value is reported? Is the difference between the two means significantly different? p = 000000197. If you are using an alpha of .05 the two means are significantly different. 8. ? Based on your t -test, do you still conclude that fertilizer caused a significant increase in plant height? Explain. Note that if you were communicating results of your experiment with others, you could use a t -test (or some other statistical test) to incorporate explicit criteria that were used to test whether or not the means of two groups are different (you wouldn’t have to rely on your subjective opinion). Yes, there is not a significant difference between the averages in height of the fertilized and non-fertilized plants. 0 1 2 3 4 5 6 7 8 9 10 0 2 4 6 8 10 12 14 16 18 Control Experimental Height (cm) 9. ? What problems do you notice with the above graph? There’s no label on the x-axis, there’s no title on the graph, the x-axis should have smaller intervals. 2

0 0.5 1 1.5 2 2.5 3 3.5 4 0 10 20 30 40 50 Average Height of Plants Treated With (experimental) and Without (control) fertilizer Week Height 10. ? What problems do you notice with the above graph? There’s no units on height, there’s no key. What impact does chewing gum have on memory? Think about the question above and write your hypothesis below. 11. ? Hypothesis: If you chew gum while studying, then you will have an easier time remembering what you studied if you are choosing the same flavor of gum. Use this page to record words that your partner mentions (e.g., that they think they recall). Go back later and compare this list with the actual word list to see how many words they remembered correctly. Do this with, and without, chewing gum. Be sure to add the “correct number of words recalled” to the board for class data. 7 Sad Sap Rit Rat Mat Fat Fit Mitt 11 Pin Pig Pit Job Hog 3

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Log Tim Him Jog Hop Pop Top Jim 12. ? Based solely on your opinion of your individual results , does there appear to be any difference in number of words correctly recalled with and without gum? Explain. I can’t do this lab but my partner got 7 w/o gum and 11 w/ gum so that makes me think that it does help with recall. 13. ? What is the average number of words recalled with and without gum for the entire class? 9.94 w/o gum, 11.28 w/ gum 14. ? Based solely on your opinion of the class data , does there appear to be any difference in number of words correctly recalled with and without gum? Explain. Not really, there’s not a big difference and it could just be because of confounding variables. Now perform t -tests using the class data like you did before to test whether the means are significantly different. 15. ? What were the results of your t -tests? Based on these results, are there significant differences between word recall with and without gum? Do the t -test results align with what you stated earlier regarding your opinion of the class data? Explain. P= .3415, t=.9647. There are not significant differences between the word recall of the two tests. This aligns with my opinion of the class data. 16. ? Considering how this experiment was setup and conducted, what problems, constraints, or variables might have a bearing on the results and conclusions? In other words, how believable are your conclusions? How could the experiment be improved to test your hypothesis in a more robust manner? The lists weren’t very similar, we all did w/o gum first and then w/ gum second and this could create a confounding variable. If we were to make the lists more similar and 4

randomize the order in which we do the testing this could make the tests more believable. 17. ? Graph the results (averages) of the class data using proper formatting. You will likely create a bar graph for your results. You may do this in Excel (or any other program you are used to), the drawing function on your computer, or simply hand draw your graph and insert a picture. Insert your graph on the next page. 5

18. ? Identify part “A”—what is its function? Ocular Lense, to see things at a 10x resolution 19. ? Identify part “B”—what is its function? Course adjustment, used to make big movements of the mechanical stage 20. ? Identify part “C”—what is its function? Top lighting, to make sure that the specimen can be seen easily through the ocular lense 21. ? In your best estimation, what is the smallest size that could be viewed and distinguished with your dissecting scope? A fine hair off of an animal. A B C 6

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22. ? Identify part “A”—what is its function? Ocular Lense, to see things at a 10x resolution 23. ? Identify part “B”—what is its function? Objective Lense, to see things at a 40x, 100x, or 400x resolution 24. ? Identify part “C”—what is its function? Course adjustment, used to make big movements of the mechanical stage 25. ? Identify part “D”—what is its function? Mechanical stage, used to hold slides and specimens in place 26. ? Is the orientation of the image of the letter “e” the same as the original? If not, how is it different? It is flipped from it’s original orientation A B C D 7

27. ? What is the highest magnification possible on your scope? 400x 28. ? If your scope were equipped with a 100x objective (which are commonly found on many microscopes), what would its total magnification be? 1000x 29. ? Using your thread slide, what color thread is on the top? Is it easy to get all three threads in focus at once? If not, why? Green is on top, then red, then yellow on bottom. No, because they are on different layers of the slide. 30. ? What differences do you observe as you increase the magnification? You can actually see the blood cells on the highest magnification. The the diaphragm also lets in less light as the magnification increases. End of lab. 8

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