BIOL 130, LAB A.

2 SCIENTIFIC METHOD IN EVERYDAY LIFE

SCIENTIFIC METHOD IN EVERYDAY LIFE

How to submit this assignment:

Use the worksheet at the end of this packet. You need to turn in pages 5 and 6. Pages 1-4 are
information and guidance on how to maximize your success. Turn in the pdf of your work via Canvas
assignment portal, Lab A.2.

• Type or write directly into the pdf, using online tools. Save and submit.
• Print out the pdf, fill it in by hand, then scan it, save it, and submit.
• Any other means that accomplishes the same goal of delivery to the Canvas portal for Lab 2b.

What is the assignment?

Your job is to create an example of the use of scientific method in everyday life,
in an example that involves the functioning of a living organism. Your answer
should demonstrate proper application of terminology. Do not use an example
from a science lab, even if you work in one.

The steps of the scientific method are described below.

1. The initial observation describes the situation as it exists before you start investigating. The
situation is often a mystery or a problem. Choose an example that can be described succinctly
and objectively. Before you commit to writing, work though the next steps mentally. Make sure
you will be able to frame question that leads to a testable hypothesis.

Ruth’s observation example:

I woke up hungry. When I went to make a bowl of granola for breakfast, I found the milk was
sour despite being purchased recently.

2. Your question should be simple and arise clearly from your observation.
• Why is this happening?
• Who or what is responsible?
• How does this work?
• Can I change this?
There are many possible questions, and many ways to ask a question. Make sure your question
is answerable and will lead to the next step, the hypothesis. Do not hypothesize within the
question. Keep it simple.

Ruth’s question example:

Why was my milk sour?

3. A working hypothesis is a potential answer to the question. Using conditional words like “may”,
“maybe”, “might”, “possibly”, “probably”, “likely”, and so on helps communicate clearly that your
hypothesis is a proposal, not a known. At this step, you are making an educated guess. The
working hypothesis is framed positively. If you know that the answer is 100% true, then you do
not have a real hypothesis, because there is no need for further investigation.

Ruth’s working hypothesis example:

My refrigerator may be malfunctioning.

1
 BIOL 130, LAB A.2 SCIENTIFIC METHOD IN EVERYDAY LIFE

4. For a hypothesis to be legitimate, there must be a possibility that it is not true. This possibility is
called a null hypothesis”. If you cannot frame a null hypothesis, you should start over. The null
hypothesis means that whatever I think may be the causal effect may have nothing to do with the
situation. Avoid using a null hypothesis as a working hypothesis.

Ruth’s null hypothesis example:

The refrigerator’s functioning or not may have nothing to do with the milk being sour.

5. A rationale explains the logic and reasoning for the hypothesis. Defend your working hypothesis.
Lay out the logic for why the hypothesis might be true. Remember, at this point, you have not
done an investigation, you are just guessing. A rationale lets your audience know you are making
an educated guess, not a wild guess.

Ruth’s rationale example:

Milk can go sour quickly if not kept warm. I have an old refrigerator, so it would not be
surprising if the thermostat or cooling apparatus were failing.

6. A prediction sets the stage for the investigation and is framed as an if-then statement. If the
hypothesis is true, then when we do a test, we expect a certain result.

Ruth’s prediction example:

If my refrigerator is malfunctioning, then the temperature inside will be above 3 degrees C,
which is the setting I want.

7. The test is whatever we do to gather information. You communicated the basic idea of your
testing in the prediction. Often there is a more detail that can be added.

Ruth’s test example:

I used a thermometer to measure the temperature inside my refrigerator. I checked the
temperature once an hour, all day, for a total of ten times.

8. The result means your test outcomes. Results are facts. Facts should be objective, not
subjective. Objective information can be qualitative or quantitative. Results are also known as
data or evidence. In a scientific report, the results section should state only the facts.

Ruth’s result example:

The thermometer read 5 degrees C, every time I checked.

9. The conclusion looks at the test results and assesses whether the hypothesis was supported or
not. Confidence level can also be reported as part of the conclusion. Support for a hypothesis
can be weak or strong, or the hypothesis may be rejected strongly or weakly. When statistical
analysis is used, outcomes can be reported based on mathematical probability calculations.

. Ruth’s conclusion example:

The results supported the hypothesis that the refrigerator may be malfunctioning. However,
the temperature difference was small (3 vs 5). At 5 degrees C, the milk should not go sour
prematurely.

10. The discussion section can be varied. Some typical elements include pointing out possible
sources of error and potential confounding variables. Researchers point out questions that
remain or that have arisen during the research. Follow-up research is often suggested.

Ruth’s discussion example:

I did not check the accuracy of the thermometer, but my personal senses told me that the
refrigerator and the milk were cold when I went looking to make that bowl of granola. It is

2
 BIOL 130, LAB A.2 SCIENTIFIC METHOD IN EVERYDAY LIFE

possible that the refrigerator door got left open and warmed up inside the day before, when my
brothers were here visiting. Even if my refrigerator did get warm, that may not have been the real
reason for the milk going sour. Possibly the milk got warm during shipping or there were unusual
contaminants introduced during the packaging. I will make a note of the brand and pay attention
to shelf-life issues in the future.

Evaluation of the above example, if submitted for Lab A.2.

Ruth’s example is good in that it is an everyday example, and she accurately connections the process
of encountering and working through a problem to the formal stages of scientific method. However, she
loses points because she veers away from biology. Refrigerator function is a mechanical focus. Possibly
this same example could earn 100% credit by being re-done with a focus on biology. Steps 1 and 2 could
remain, but the hypothesis would have to be a proposal that was more biology focused, such as trying to
determine what organism in the milk caused the souring. Or a different question could be asked, that
leads to an investigation of biology issues related to the milk going sour.

Whatever the direction you take, try to stick to evaluative tools that would be available at home. There
are home microscopes and pH kits and perhaps other tools that it would be reasonable for a non-scientist
to access.

Additional terminology:

1. The most important variable is the experimental variable, also known as the independent
variable. This is the variable that will be deliberately changed. It is the “cause” in a proposed
cause and effect relationship.

2. Closely related to the independent variable is the dependent variable, which changes because of
the experimental manipulation of the independent variable. It is the result. It is the “effect” in a
proposed cause and effect relationship. It is the outcome of the experiment.

3. As much as possible, scientists like to narrow experiments down to just two variables: the
independent and dependent variable. It is understood that more than one variable might be
important, but for the purposes of the test, the experiment is designed to exclude or standardize
other variables, which may be referred to as controlled variables.

4. Sources of error are possible mistakes that could influence results. An error means that the data
collected is not correct due to researcher mistakes, equipment malfunction, and so on.

5. Some variables cannot be controlled, despite their potential to influence the outcome of the
experiment. These are called uncontrolled variables or confounding variables. Every individual
living organism is unique, complex, dynamic, and interacts with an enormous number of biotic
and abiotic elements that would be considered uncontrolled variables.

Error Uncontrolled variable

Data was collected accurately, but the values may differ from
Data collected is WRONG. time-to-time or place-to-place or subject-to-subject for reasons
OTHER than changes in the chosen experimental variable.

6. Because of the strong likelihood that there will be uncontrolled variables affecting an experiment,
scientists divide experimental subjects into a two categories. The treatment group will be
manipulated in relationship to the independent variable. The control group will be exactly like the
treatment group in every way except that the independent variable will not be manipulated in the
control group. Control groups serve as a basis for comparison. A common tool to standardize

3
BIOL 130, LAB A.2 SCIENTIFIC METHOD IN EVERYDAY LIFE

the behavior of a control group to match that of the experimental group is a placebo, a fake
treatment.

7. To ensure that outcomes did not occur simply due to chance, an important part of research is
replication. Research must be repeated by independent studies before scientific confidence in
the result is established.

4
 BIOL 130, LAB A.2 SCIENTIFIC METHOD IN EVERYDAY LIFE

Scientific Method in Everyday Life Name:____________________________

Describe how an event in your life follows the scientific method.

1. Initial
Observation________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. The
Question__________________________________________________________
_________________________________________________________________

3. Working (Answer)
Hypothesis________________________________________________________
_________________________________________________________________
_________________________________________________________________

4. Null
Hypothesis________________________________________________________
_________________________________________________________________
_
5. (Logic)
Rationale__________________________________________________________
_________________________________________________________________
_________________________________________________________________

(If/Then)
6. Prediction_________________________________________________________
_________________________________________________________________
_________________________________________________________________

7. (Investigation)
Test______________________________________________________________
_________________________________________________________________
_________________________________________________________________

(Data)
8. Results___________________________________________________________
_________________________________________________________________
_________________________________________________________________

(Evaluation of Hypothesis)
9. Conclusion________________________________________________________
_________________________________________________________________
_________________________________________________________________

5
 BIOL 130, LAB A.2 SCIENTIFIC METHOD IN EVERYDAY LIFE

Scientific Method in Everyday Life Name:____________________________

Page 2

10. Discussion of your experiment

A. Error-
_______________________________________________________________
_______________________________________________________________
B. Confounding variable
_______________________________________________________________
_______________________________________________________________
C. Unanswered question
_______________________________________________________________
_______________________________________________________________
D. Next step in investigation
_______________________________________________________________
_______________________________________________________________

11. Other vocabulary, applied to your experiment

A. What was the independent variable?

______________________________________________________________

B. What was the dependent variable?

______________________________________________________________

C. Were there any controlled variables? Identify one, if the answer is yes, or
explain why there were none if the answer is no.
______________________________________________________________
______________________________________________________________

12. Was your data objective, subjective, qualitative, or quantitative? List the term or
terms that best fit. Explain the reasoning for your choice.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________