Writing Scientific Reports: Laboratory Lesson 01 Insights

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School

West Texas A&M University *

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Course

1409

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Chemistry

Date

Jun 11, 2024

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docx

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Lesson 01 Write up Student Name: Nayeli Montenegro Instructions: The following questions are the same questions that you were to answer as you completed each section of Lesson 01 Laboratory. Therefore, place the answers (results) derived from conducting the experiments and completing the questions in Lesson 01 to the corresponding question list below on the write up form. (Note, since the questions are the same as those within the Laboratory Lesson the instruction used to complete each question within the Lesson also applies to following questions.) The number of points each question is worth is listed at the end of the question. Student may condense the write-up by removing unused lines or space but do not remove the questions. If you have to use a word processor other than word, save the write-up as a .pdf file (See Syllabus for more information) NOTICE QUESTION NUMBER ONE (OBSERVATION) IS ALREADY ANSWERED FOR YOU JUST AS IT WAS IN THE UNIT SO AN ANSWER IS NOT REQUIRED. A Process for Seeking Truth: Scientific Approach 1. Observation: Answer: You switch your flashlight on but it does not work. 2. List your hypothesis for the observation. 2 Points a. Explanation - The batteries in the flashlight are dead. Which is important, the battery on a flashlight is the primary power source of mostly all flashlights. b. Test - To test out if the batteries are the problem, just simply replace the old batteries with new ones. c. Prediction - Most of the time the batteries are just old and will need to be replaced. It must be the problem on the flashlight. d. Combine a. – c. into one statement as the Hypothesis. - The flashlight does not turn on; we simply replace the batteries with a new pair. Which now replacing the batteries the flashlight will most likely work now.

3. List and describe your Experimental Design used to test the hypothesis. (Be specific and include all parts of the design.) This is the instructions to the experiment and should contain materials, method, data, control and results. 3 Points a. materials - Flashlight. - New batteries. - A replacement bulb just in case. - Screwdriver to open the flashlight. - Possibly a replacement switch. b. method - Make sure flashlight is turned off. - Get all materials needed together. - Open battery compartment with screwdriver if it's needed. - Remove the old, defected batteries. - Insert new batteries into the flashlight. - Close the battery compartment. - Turn the flashlight on. - Make sure the flashlight is showing light and working correctly. c. data - Record data on the flashlight. Rather it turned on with new batteries installed or if there may be a different issue with the flashlight. d. control - Make sure the batteries are not the problem. If the old batteries are dead, then the new batteries should resolve the issue. If the flashlight still does not work, test the bulb or look for loose connections or faulty wiring. e. results - If the flashlight works after replacing the batteries, then the old batteries were indeed dead.

4. List your Conclusion. 1 Point - In conclusion, because of the batteries being dead there were a few issues with the flashlight. Once the batteries have been replaced flashlight works perfectly fine. 5 List the varible(s) in the experiment. Why are these designated a variable(s)? 2 Points - Been a lose bulb. (possibly been dropped a few times) - Defected wires. (water damaged could have caused defected wires) - Defected switch button. (possibly pressed in too hard or broken piece) 6. List the Invariable(s) in the experiment. Why are these designated as invariable(s)? 2 Points - If there was completely damaged due to falls, water damage etc. The can be no changes done at times. Part II: Data: Collecting; Processing; Presenting; Interpreting Record and Process Data (Record each bean length in the groups raking them form shortest to longest.) 1. List the data collected for the following groups. 1 Point Group 1: bean name Coffee Beans length of each bean - 1cm - 2cm - 2cm Group 2: bean name: Jelly Beans length each of bean

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- 3cm - 3.5cm - 2.3cm Group 3: bean name: Soybeans length of each bean - 2cm - 2cm - 1.5cm 2. Statistics (Interpret the data as mean, median and mode) What is the mean for each bean group? Group 1 - 2cm Group 2 – 3cm Group 3 – 2cm What is the mode for each bean group? Group 1 – 2cm Group 2 – 3cm Group 3 – 2cm What is the median for each bean group? Group 1 - 2

Group 2 - 3 Group 3 - 2 3. Table The length data collected on the three beans types must combined and presented in one table and the table must be formatted to fit on one page or less (not a table for each bean type) . The table should include a clear title, distinct headings on columns and rows, units of measurement represented by the numerical data of each bean type. Use your creativity just be sure the table can stand alone as a representation of the data. For example, I should be able to look at the table and know you are comparing the length of three bean types. You have to use the individual bean lengths. Do not build a table using mean, mode or median. These are statistics and not the actual data. Students will not be given credit for the table if they fail to present all three bean types in the table. Always reduce the number of data entries by combining data in the table; for example, adding rows or columns to reduce repetition; for example, there may be 20 beans with 1.2 cm lengths, instead of inputing 1.2 cm 20 times, the table could have a column heading with 1.2 cm as a title and a seperate row for each bean type the number of each bean type with this length can then be placed in this column. If you are unable to place the graph in the space below use this space to and tell me by which means you submitted the graph: Mail, Fax, Etc. (4 Points) Place Table Here: Coffee Bean 1cm Soybean 1.5cm Coffee Bean and Soybean 2cm Jellybean 3cm Jellybean 3.5 MEASURMENTS Bean Types

4. Graph The length data collected on the three beans types must be presented in one graph and the graph must be formated to fit on one page or less (not a graph for each bean type) . The graph should have both axes clearly labeled, a title and a legend that defines what the symbols plotted on the graph represent. As previously stated, the graph used to represent the data should be a multiple line graph . Once constructed make certain the graph can stand alone as a representation of the data . A graph will use the vertical scale (ordinate) to represent the frequency of the object being measured while the horizontal scale (abscissa) will represent some standard form of measurement. You have to use the individual bean lengths. Do not build a graph using mean, mode or median. These are statistics and not the actual data. Students will not be given credit for the experiment if they fail to present all three bean types in one graph. Be sure to check the links above and pay close attention to the information about multiple line graphs. If you are unable to place the graph in the space below use this space to and tell me by which means you submitted the graph: Mail, Fax, Etc. (4 Points) Place Graph Here: Extra information required by the course instructor for students to obtain credit for Part II of the laboratory.

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What are the types (Name) of each of the three beans you used in the exercise. The names should be on the package. Even If you used the name of the bean in the table and graph please list them below. 1. Shiloh Farm Soybeans 2. Starbucks Espresso Roast Whole Bean. 3. Jelly Belly, Jellybeans. Who is the distributor (company name) of the 3-bean combo? Jelly Belly, Shiloh Farm and Starbucks. Where did you buy the beans? Target.