Scientific inquiry in biology starts by observing the living
species around you. What separates science from the other methods of
seeking truth is that it is testable (e.g., one can devise experiments
to test the validity of an idea); it is falsifiable (e.g., an experiment
can reveal if an idea is false); and it involves natural causality
(e.g., the method involves and depends upon the natural laws of the
universe which cause things to happen in a predictable and repeatable
manner).
Observation: Scientific inquiry begins when something interesting gets your attention.
Question:
Following an observation, a question arises in your mind. It may be
something like \"I wonder what?\" or, \"I wonder how? or, \"I wonder
why?\"
Assignment Details
In
this assignment, you will take a look at the scientific method. You
will design a (fictional) scientific study to answer a specific question
based upon an observation.
First, choose 1 of the following observations or questions:
•Option
A ◦Observation: During the winter, you spread salt daily on your
driveway to melt the snow. In the springtime, when the lawn begins to
grow, you notice that there is no grass growing for about 3 inches from
the driveway. Furthermore, the grass seems to be growing more slowly up
to about 1 foot from the driveway.
◦Question: Might grass growth be inhibited by salt?
•Option
B ◦Observation: You and your neighbor have small kitchen gardens where
you both grow tomatoes. His blotchy green and red tomatoes taste much
sweeter than your perfectly uniform red ones.
◦Question: Might tomato sweetness be affected by the green chloroplasts in the fruits?
•Option
C ◦Observation: You went to the bakery to get a loaf of bread, but all
of the loaves seemed small. The baker said that he used the same recipe
and tested to be sure the yeast in the dough was active, but the machine
he used broke down during the kneading process. Because the bread rose,
he decided that it had developed enough gluten, and he baked it off
anyway.
◦Question: Does yeast need air to make bread rise?
After
choosing 1 of the above options (observation and question), you will do
some library or Internet research about the subject. Once you have
become familiar with the topic, propose a testable hypothesis to answer
the question, and follow the rest of scientific method to determine if
your hypothesis is correct by designing a controlled experiment.
You
will not actually do the experiment or collect results; rather, you
will propose a workable controlled experiment and make up what would
seem to be reasonable results. You will then discuss those imagined
results and draw a conclusion (based upon your imagined results) about
whether or not to accept your hypothesis.
Complete
the steps of the scientific method for your choice of observation and
question using the directions below. Use the following headings in your
paper.
Introduction
The
introduction is an investigation of what is currently known about the
question being asked. Before one proposes a hypothesis or dashes off to
the lab to do an experiment, a thorough search is made in the existing
literature about the specific question and about topics related to the
question. Once one is familiar with what is known about the question
under consideration, one is in a position to propose a reasonable
hypothesis to test the question.
Hypothesis
This
is an educated guess or a best guess about what might be the
explanation for the question that is asked. A hypothesis should be a
1-sentence statement (not a question) that can be tested in an
experiment. A hypothesis can be stated as a prediction using an if/then
statement. The ability to test a hypothesis implies that it has a
natural, repeatable cause.
Controlled Experimental Method
The
hypothesis is tested in a controlled experiment. A controlled
experiment compares a control (e.g., the normal, unmodified, or
unrestricted, or uninhibited set-up based on the observation) to one or
several experimental set-ups. The conditions in the experimental set-ups
are identical to the control in every way (e.g., temperature,
composition, shape, kind, etc.), except for the one experimental
variable that is being tested. The results obtained from the
experimental set-ups will be compared to each other and to those
obtained from the control. If done correctly, any differences in the
results may be attributed to the experimental variable under
consideration.
When designing an experiment, it
is important to use multiples (replicates) for each set-up to avoid
drawing the wrong conclusion. If the experiment only has one control and
only one experimental setup with just one test subject in each, there
is always the chance that a single living organism (test subject) could
get sick or even die for reasons not caused by the experimental
variable. Because living organisms are genetically different, the
results from just one test subject in a given setup may not be typical
for the species as a whole. This could result in errors when
interpreting the results. This kind of problem is avoided by using
multiple controls and multiple experimental setups with multiple test
subjects.
Be sure to provide sufficient details in your method section so that someone could reproduce your experiment.
The
experimental method section should also state clearly how data
(numbers) will be collected during the experiment, which will be used to
compare results in each test setup.
Results
Because
this is a suppositional experiment, you will make up results according
to what you think might happen if you actually did the experiment.
Results
should include detailed raw data (numbers) rather than just a summary
of the results. For example, if data are collected daily for five weeks,
results should include the actual data from each day, and not just a
summary of what happened at the end of the five weeks. Recorded results
should match the experimental method.
Conclusion
In
this section, clearly state whether you reject or accept the hypothesis
based on the (imagined) results. Discuss what this means in terms of
the hypothesis, such as the need for additional experiments or the
practical uses or implications of the results.
References
Provide
references in APA format. This includes a reference list and in-text
citations for references used in the introduction section.
Give
your paper a title, and identify each section as specified above.
Although the hypothesis will be a 1-sentence response, the other
sections will need to be paragraphs to adequately explain your
experiment.
Submit your assignment as a Word document.
For information on Macintosh Word shortcuts, click here.
Please submit your assignment.
For
assistance with your assignment, please use your text, Web resources,
and all course materials. Please refer to the following:
External Web links
•Unit 2: Hypothesis
•Unit 2: Scientific Method Simplified
•Unit 2: Effect of Salt in Plants
•Unit 2: Chloroplasts and tomato flavor
•Unit 2: Yeast metabolism effects bread
Grading Rubric
50%
Purpose of Assignment/Content Development
Scientific Method
Demonstrates exemplary use of the scientific method to test a hypothesis based on a biological system.
Introduction: Description of investigation and background information. Explanation of rationale behind project.
Hypothesis: A single, clear statement that can be shown to be true or false based on the results of the study.
Methods:
A demonstration of the scientific method based on comparing a control
group with a test group and collecting empirical data.
Results: This should include data only.
Discussion/Conclusion: Summarize results. Interpret what the results mean to the hypothesis. Draw a conclusion.
20%
Critical and creative thinking, problem-solving
Demonstrates ability to analyze assumptions and evaluate evidence, complexities of issues, and alternatives.
Explains rationale of project in the introduction.
Develops a clear hypothesis.
Interpret results, includes discussion of importance and relates these back to the hypothesis.
25%
Effective communication
Demonstrate
effective written and oral communication skills, including the ability
to organize and communicate thoughts, ideas, and information in
effective documents and presentations.
Organized report as a lab report with relevant headings as indicated in the assignment description.
Language clearly and effectively communicates ideas and content relevant to the assignment
5%
Information literacy and research
Demonstrates
selection and use of high quality, credible, and relevant sources to
develop ideas that are appropriate to the assignment.
Includes correct in-text citations.
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Biology:
Might Grass Growth be Inhibited by Salt?
(Course
Instructor)
(University
Affiliation)
(Student’s
Name)
(Date)
Might Grass Growth be Inhibited by
Salt?
Introduction
During winter, the temperatures fall below freezing point
and water turns into ice and snow. The ice along the driveways needs to be
moved to pave way for vehicles and to ease movement. The common method of
melting ice or snow is the use of rock salt or halite, which come in form of
bigger crystals than those in table salt (Bester, Frind, Molson, & Rudolph,
2006). Salt is a commonly found mineral on the earth surface with sodium
chloride as its major component. When salt is spread on the driveway, they melt
the ice and are carried by the runoff to the sides of the driveway. According
to (Jull, 2009), the salt that seeps into the soils along the driveway
causes buildup of salt around plant roots, thus inhibiting oxygen and nutrient
use and slowing plant growth.
Hypothesis
If rock salt is applied on the driveway during winter,
the growth of the grass along the driveway will slow.
Experiment
The
grass was put into three patches and varying amount of rock salt placed in the
containers with the grass. The grass was trimmed to ensure they are of the same
height. Three grams of rock salt will be placed in the first container.............................................……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
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