EXPERIMENTAL DESIGN SCIENCE ANSWERS QUESTIONS WITH EXPERIMENTS DEFINE

EXPERIMENTAL DESIGN SCIENCE ANSWERS QUESTIONS WITH EXPERIMENTS

DEFINE THE PROBLEM BEGIN BY ASKING A QUESTION ABOUT YOUR TOPIC WHAT IS A GOOD QUESTION FOR AN EXPERIMENT? ONE THAT IS TESTABLE WITH THE MATERIALS AT HAND

NOW WE NEED A HYPOTHESIS TO GUIDE OUR INVESTIGATION. WHAT IS A HYPOTHESIS? No, It is NOT an educated guess! YOUR BEST THINKING ABOUT HOW THE CHANGE YOU MAKE MIGHT AFFECT ANOTHER FACTOR. TENTATIVE OR TRIAL SOLUTION TO

VARIABLES ARE THINGS THAT CHANGE. THE INDEPENDENT VARIABLE IS THE VARIABLE THAT IS PURPOSELY CHANGED. IT IS THE MANIPULATED VARIABLE. THE DEPENDENT VARIABLE CHANGES IN RESPONSE TO THE INDEPENDENT VARIABLE. IT IS THE RESPONDING VARIABLE. BE SURE TO OPERATIONALLY DEFINE

CONSTANTS IN AN EXPERIMEN WHAT ARE CONSTANTS IN AN EXPERIM FACTORS THAT ARE KEPT THE SAME AND NOT ALLOWED TO CHANGE

THE CONTROL IN AN EXPERIME WHAT IS A CONTROL? THE PART OF THE EXPERIMENT THAT SERVES AS THE STANDARD OF COMPARISON. WHY IS A CONTROL NECESSARY? IT IS THE UNCHANGED PART OF THE EXPERIMENT THAT DETECTS THE EFFECTS OF HIDDEN VARIABLES.

MATERIALS AND PROCEDURES A DESCRIPTION OF WHAT YOU WILL USE FOR YOUR EXPERIMENT, AND HOW YOU WILL DO IT. BE SURE TO INCLUDE: • LEVELS OF THE INDEPENDENT VARIABLE • REPEATED TRIALS

LEVELS OF THE INDEPENDENT VARIABLE HOW MANY DIFFERENT LEVELS OF THE INDEPENDENT VARIABLE SHOULD WE TEST? 3? 5? 10? THE MORE THE BETTER?

REPEATED TRIALS WHAT ARE REPEATED TRIALS? THE NUMBER OF TIMES THAT A LEVEL OF THE INDEPENDENT VARIABLE IS TESTED. WHY ARE REPEATED TRIALS NECESSARY? THEY REDUCE THE POSSIBILITY OF CHANCE ERRORS AFFECTING THE RESULTS.

QUALITATIVE OBSERVATIONS AND RESULTS WHAT ARE QUALITATIVE OBSERVATIONS? THEY ARE WHAT YOU PERCEIVE THAT OCCURRED DURING THE COURSE OF YOUR EXPERIMENT. THEY ARE IDENTIFICATION OF

QUANTITATIVE OBSERVATIONS AND RESULTS WHAT ARE QUANTITATIVE OBSERVATIONS? NUMBERS IN THE FORM OF RAW DATA DISPLAYED IN DATA TABLES AND GRAPHS

SAMPLE DATA TABLE TITLE: THE EFFECT OF THE INDEPENDENT VARIABLE ON THE DEPENDENT VARIABLE Column for independent variable Label – with units if necessary Column for dependent variable Column for derived quantity Label – with units if necessary – multiple trials included Label – with units if necessary. Example = average of trials 1 2 3 0 0 1 3 5 4 4 2 6 4 7 6 3 7 6 8 7 4 9 9 8 9

WHAT’S WRONG WITH THIS TABLE? NUMBER SCOOPS TEMP. CHANGE OF OF CALCIUM WATER (OC) CHLORIDE 1 TRIALS 2 3 AVERAGE TEMP. CHANGE (OC) 0 0 1 0 0 2 3 5 4 4 4 6 8 7 7 6 11 11 8 10 14 17 15 18 14 16 14 17

WHAT’S WRONG WITH THIS TABLE? THE EFFECT OF VARIOUS AMOUNTS OF CALCIUM CHLORIDE ON THE TEMPERATURE OF WATER NUMBER SCOOPS TEMP. CHANGE OF OF CALCIUM WATER TRIALS CHLORIDE 1 2 3 AVERAGE TEMP. CHANGE 0 0 1 0 0 2 3 5 4 4 4 6 8 7 7 6 11 11 8 10 14 17 15 18 14 16 14 17

WHAT’S WRONG WITH THIS TABLE? THE EFFECT OF VARIOUS AMOUNTS OF CALCIUM CHLORIDE ON THE TEMPERATURE OF WATER NUMBER SCOOPS OF CALCIUM CHLORIDE AVERAGE TEMP. CHANGE (OC) TRIALS 1 2 3 0 0 1 0 0 2 3 5 4 4 4 6 8 7 7 6 11 11 8 10 14 17 15 18 14 16 14 17

CONSTRUCTING A WHAT IS THE GRAPH PURPOSE OF A GRAPH? GRAPHS COMMUNICATE IN PICTORIAL FORM THE DATA

GRAPHS TITLE: THE EFFECT OF THE INDEPENDENT VARIABLE ON THE DEPENDENT VARIABLE Dependent Variable – include units and an appropriate scale INDEPENDENT VARIABLE – INCLUDE UNITS AND AN APPROPRIATE SCALE

BAR VS. LINE GRAPHS - WHICH SHOULD I USE? THE TYPE OF GRAPH TO USE DEPENDS ON THE TYPE OF DATA COLLECTED. TWO KINDS OF DATA: DISCRETE AND CONTINUOUS DISCRETE DATA ARE CATEGORICAL LIKE DAYS OF THE WEEK, COLOR, AND BRAND OF BATTERY. INTERVALS BETWEEN DATA USE A BARTHE GRAPH HAVE NO MEANING. CONTINUOUS DATA ARE ASSOCIATED WITH MEASUREMENTS INVOLVING A STANDARD SCALE. MEASUREMENTS SHOULD BE ABLE TO SHOW AUSE TREND OR RELATIONSHIP. A LINE GRAPH INTERVALS BETWEEN DATA HAVE MEANING.

DRAW AND LABEL AXES (OC) Y AXIS - DEPENDENT ABLEOF WATER VARI TEMP. CONSTRUCTING A GRAPH AMOUNT OF CALCIUM CHLORIDE (SCOOPS) X AXIS - INDEPENDENT VARIABLE

AVERAGE TEMP. CHANGE (O C) CONSTRUCTING A LINE GRAPH - DETERMINE SCA FOR AXES INCREASE VALUES ON AXES BY 1, 2 , 5, 10 20 MULTIPLES OF 10. THERE SHOULD BE A 5 NUMBERED SUBDIVISIONS ON EACH A 15 X: LARGEST VALUE – SMALLEST VALUE = RANGE 10 SCOOPS - 0 SCOOPS = 10 SCOOPS Y: LARGEST VALUE – SMALLEST VALUE = OC 5 = 2 RANGE 10 SCOOPS 17 OC –DIVIDED 0 OC = 17 BY 10 5 SCOOPS 17 O C DIVIDED BY 5 = 3. 4 OR ~ 5 OC 0 0 2 4 6 8 AMOUNT OF CALCIUM 10

AVERAGE TEMP. CHANGE (DEG CONSTRUCTING A LINE GRAPH – PLOT DATA PAIR 20 15 10 5 0 . . . 0 2 4 6 8 AMOUNT OF CALCIUM . DATA PAIRS (0, 0) (2, 4) (4, 7) (6, 10) (8, 14) (10, 17) 10

AVERAGE TEMP. CHANGE (DEG C CONSTRUCTING A LINE GRAPH – DRAW A LINE-OF-BEST-FIT 20 15 10 5 0 . . . 0 2 4 6 8 AMOUNT OF CALCIUM . 10

AVERAGE TEMP. CHANGE (OC) CONSTRUCTING A LINE GRAPH – TITLE THE GRAP THE EFFECT OF ADDING VARIOUS AMOUNTS OF CALCIUM CHLORIDE ON THE TEMPERATURE OF WATER 20 15 . . . THE TITLE SHOULD STATE THE EFFECT OF 5 THE INDEPENDENT 0 VARIABLE ON THE 0 2 4 6 DEPENDENT 8 10 VARIABLE. AMOUNT OF CALCIUM 10 . . .

AVERAGE TEMP. CHANGE (OC) TEST YOUR UNDERSTANDING Q 1 - WHAT IS WRONG WITH THIS GRAPH? 20 THE EFFECT OF ADDING VARIOUS AMOUNTS OF CALCIUM CHLORIDE ON THE TEMPERATURE OF WATER 15 10 5 0 . . . 0 1 2 3 4 5 6 7 8 9 AMOUNT OF CALCIUM . 10

AVERAGE TEMP. CHANGE (OC) TEST YOUR UNDERSTANDING Q 2 - WHAT IS WRONG WITH THIS GRAPH? THE EFFECT OF ADDING VARIOUS AMOUNTS OF CALCIUM CHLORIDE ON THE TEMPERATURE OF WATER 17 14 10 7 4 0 . . . 0 2 4 6 8 AMOUNT OF CALCIUM . 10

AVERAGE TEMP. CHANGE TEST YOUR UNDERSTANDING Q 3 - WHAT IS WRONG WITH THIS GRAPH? THE EFFECT OF ADDING VARIOUS AMOUNTS OF CALCIUM CHLORIDE ON THE TEMPERATURE OF WATER 20 15 10 5 0 . . . . 2 4 6 8 AMOUNT OF CALCIUM . 10

AMOUNT OF CALCIUM CHLORIDE TEST YOUR UNDERSTANDING Q 4 - WHAT IS WRONG WITH THIS GRAPH? 10 8 6 4 2 0 . THE EFFECT OF ADDING VARIOUS AMOUNTS OF CALCIUM CHLORIDE ON THE TEMPERATURE OF WATER . . . 0 5 10 15 20 25 AVERAGE TEMP. CHANGE (OC)

AVERAGE TEMP. CHANGE (OC) TEST YOUR UNDERSTANDING Q 5 - WHAT IS WRONG WITH THIS GRAPH? THE EFFECT OF ADDING VARIOUS AMOUNTS OF CALCIUM CHLORIDE ON THE TEMPERATURE OF WATER 20 15 10 5 0 . . . 0 2 4 6 8 AMOUNT OF CALCIUM . 10

AVERAGE TEMP. CHANGE (OC) TEST YOUR UNDERSTANDING Q 6 - WHAT IS WRONG WITH THIS GRAPH? 20 15 10 5 0 . . . 0 2 4 6 8 AMOUNT OF CALCIUM . 10

AVERAGE TEMP. CHANGE (OC) TEST YOUR UNDERSTANDING 40 Q 7 - WHAT IS WRONG WITH THIS GRAPH? THE EFFECT OF ADDING VARIOUS AMOUNTS OF CALCIUM CHLORIDE ON THE TEMPERATURE OF WATER 30 20 10 0 . . . 0 10 20 30 40 AMOUNT OF CALCIUM 50

ANALYSIS AND INTERPRETATION OF RESULTS THIS IS WHERE YOU DESCRIBE IN WORDS WHAT IS ILLUSTRATED BY YOUR DATA AS SHOWN IN YOUR TABLE AND GRAPH YOU ALSO DESCRIBE THE MEANING OF THE RESULTS

POSSIBLE EXPERIMENTAL ERRORS WHAT FACTORS IN YOUR MATERIALS OR PROCEDURE MIGHT HAVE HAD AN IMPACT ON YOUR RESULTS?

CONCLUSION WHY OR WHY NOT YOUR RESULTS SUPPORTED OR DID NOT SUPPORT THE HYPOTHESIS. HYPOTHESES ARE NEVER “WRONG”. THEY ARE EITHER SUPPORTED OR NOT SUPPORTED. INCLUDE REASONS FOR THE HYPOTHESIS TO BE SUPPORTED OR UNSUPPORTED.

RECOMMENDATIONS FOR FURTHER EXPERIMENTATION WHAT ARE SOME PRACTICAL APPLICATIONS OF YOUR RESULTS? WHAT OTHER QUESTIONS THAT COULD BE TESTED ARISE FROM YOUR RESULTS?

WRITING A STATEMENT OF THE PROBLEM FOR THE EXPERIMENT WHAT SHOULD IT STATE? IT SHOULD STATE: “THE EFFECT OF THE INDEPENDENT VARIABLE ON THE DEPENDENT VARIABLE”. OF THE WHAT IS A GOOD STATEMENT PROBLEM FOR AN EXPERIMENT THAT SEEKS TO FIND HOW A HELICOPTERS WING LENGTH AFFECTS HOW QUICKLY IT THE EFFECT OF WING LENGTH ON TIME OF D DESCENDS.

MORE ABOUT OUR VARIABLES: THE INDEPENDENT VARIABLE IS THE VARIABLE THAT IS PURPOSELY CHANGED. IT IS THE MANIPULATED VARIABLE. THE DEPENDENT VARIABLE CHANGES IN RESPONSE TO THE INDEPENDENT VARIABLE. WHAT IS THE “HELICOPTER” INDEPENDENT IT IS THE RESPONDING VARIABLE? LENGTH OF ONE WING AS MEASURED IN WHAT CENTIMETERS IS THE DEPENDENT TIMEVARIABLE? OF DESCENT AS MEASURED IN SECONDS

TITLE FOR THE HELICOPTER EXPERIMENT THE EFFECT OF WING LENGTH ON THE LENGTH OF TIME THE HELICOPTER TAKES TO REACH THE GROUND

ANOTHER LOOK AT OUR HYPOTHESIS INDEPENDENT VARIABLE IF THE LENGTH OF THE WINGS ARE INCREASED, DEPENDENT VARIABLE THEN TIME OF DESCENT WILL INCREASE.

CONSTANTS IN AN EXPERIMENT FACTORS THAT ARE KEPT THE SAME AND NOT ALLOWED TO CHANGE WHAT SHOULD BE KEPT CONSTANT IN THE“HELICOPTER”? CONSTANTS SAME STRUCTURE OF HELICOPTERS SAME DROPPING TECHNIQUE SAME DROPPING HEIGHT

THE CONTROL IN AN EXPERIMENT THE PART OF THE EXPERIMENT THAT SERVES AS THE STANDARD OF COMPARISON. WHAT IS A GOOD CONTROL FOR THE “HELICOPTER”? CONTROL BEGINNING LENGTH OF WINGS (5 CM)

LEVELS OF THE INDEPENDENT VARIABLE HOW MANY DIFFERENT LEVELS OF THE INDEPENDENT VARIABLE SHOULD WE TEST? ENOUGH TO CLEARLY ILLUSTRATE A TREND IN THE DATA - 5 CM, 6 CM, 7 CM, 8 CM…. .

REPEATED TRIALS HOW MANY REPEATED TRIALS ARE NEEDED IN THE “HELICOPTER”? AT LEAST 3, THEN CALCULATE AN AVERAGE VALUE FOR EACH LEVEL OF THE INDEPENDENT VARIABLE

QUALITATIVE OBSERVATIONS AND • AS WE DROPPED THE HELICOPTER, WE OBSERVED THAT SOMETIMES THEY SEEMED TO BE AFFECTED BY AIR CURRENTS. • IT APPEARED THAT HELICOPTERS WITH LONGER WINGSPANS TOOK A GREATER TIME TO REACH THE GROUND

QUANTITATIVE OBSERVATIONS DATA TABLE AND GRAPH

SAMPLE DATA TABLE TITLE: THE EFFECT OF WING LENGTH ON THE TIME OF DESCENT TIME WING LENGTH (S) (CM) 5 1 3 6 TRIALS 2 3 AVERAGE DESCENT TIME (S) 5 4 4 4 5 6 5 7 6 7 5 6 8 7 8 6 7 9 9 7 8 8

AVERAGE DESCENT TIME (SEC) THE EFFECT OF WING LENGTH ON DESCENT 8 7 6 5 4 . 5 . . . 6 7 8 WING LENGTH (CM) . 9

AVERAGE DESCENT TIME (SEC) THE EFFECT OF WING LENGTH ON DESCENT . . . 8 6 4 2 0 0 2 4 6 8 WING LENGTH (CM) 10

ANALYSIS AND INTERPRETATION OF RESULTS WHILE INDIVIDUAL TRIAL RESULTS SHOWED SOME VARIATION; OVERALL, AS AVERAGE WING LENGTH INCREASED FROM 5 THROUGH 9 CENTIMETERS, AVERAGE TIME OF DESCENT ALSO INCREASED FROM 4 THROUGH 8 SECONDS. THIS SHOWS A DIRECT CORRELATION.

POSSIBLE EXPERIMENTAL ERRORS ALTHOUGH THE AVERAGE RESULTS SUPPORTED THE HYPOTHESIS, THE INDIVIDUAL TRIAL RESULTS SHOWED SOME VARIATION. SOME POSSIBLE REASONS FOR THIS COULD BE DUE TO AIR CURRENTS IN THE ROOM OR REACTION TIME DIFFERENCES BETWEEN THE TIMER AND THE HELICOPTER DROPPER.

CONCLUSION THE OVERALL RESULTS SUPPORTED THE HYPOTHESIS. A POSSIBLE REASON FOR THIS COULD BE DUE TO INCREASED SURFACE AREA OF THE WING IN CONTACT WITH THE AIR ALLOWING FOR GREATER AIR SUPPORT.

RECOMMENDATIONS FOR FURTHER EXPERIMENTATION/ PRACTICAL APPLICATIONS INCREASED TIME OF DESCENT DUE TO GREATER WING LENGTH SUGGESTS THAT INCREASED WING LENGTH COULD LEAD TO GREATER FUEL EFFICIENCY OF AN ACTUAL HELICOPTER. OTHER EXPERIMENTS INVESTIGATING FACTORS THAT WOULD CONTRIBUTE TO GREATER DESCENT TIME MIGHT INCLUDE: MAKING MODIFICATIONS IN THE SHAPE OF THE WINGS, CHANGING THE NUMBER OF WING BLADES, AND MAKING FOLDS IN THE WING BLADES

AUTHORS MADE BY: HARRY DILLNER AND KATHY MELVIN MODIFIED BY: SARAH SONOGNINI