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Week 1 –
Laboratory
Laboratory
Before beginning this Lab, read “
Lab 1: Introduction to Science
” in your Environmental Science Student Manual. This lab includes a video containing several questions and critical thinking activities that focus on the scientific method, lab reporting, and data collection and management. As you view the video, you will be prompted to stop and answer the Exercise 1 questions on the
Week One Lab Reporting Form
. Make sure to complete all of the following items before submission:
- Read through the introductory material.
- View the Lab 1 videos and answer Exercise 1 Questions 1 through 10 in complete sentences on the Week One Lab Reporting Form.
Video 1 (Links to an external site.)Links to an external site.
Video 2 (Links to an external site.)Links to an external site.
Video 3 (Links to an external site.)Links to an external site.
Video 4 (Links to an external site.)Links to an external site.
Submit the Lab One Reporting Form via Waypoint. The document does not need to include a title page or other APA formatting; however, any outside sources utilized in your answers must be referenced in proper APA format as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric (Links to an external site.)Links to an external site.
for the criteria that will be used to evaluate your assignment.
Lab 1 – Introduction to Science
Exercise 1: The Scientific Method
In this exercise, you will answer the questions based on what you have seen in the videos throughout the lab. Be sure to pay careful attention to the videos – you will not only need them to complete this exercise successfully, but also to have a firm understanding of the scientific method for future labs.
QUESTIONS
1.
Make an observation – Write down any observations you have made regarding the effect of pollution on the environment.
Answer =
2.
Do background research – Utilizing the scholarly source (
provided here
), describe how pollution might affect yeast.
Answer =
3.
Construct a hypothesis – Based on your research from question 2, develop an if-then hypothesis relating to the effect of pollution on yeast respiration.
Answer =
4.
Test with an experiment – Identify the dependent variable, independent variable, and the controlled variables for the experiment.
Answer =
5.
Analyze results – Record your observations of the three test tubes before incubation and compare them to the observations provided in the video.
Answer =
|
Test Tube |
Initial Appearance |
|
|
Yeast with No Pollutant |
||
|
Yeast with Salt Water |
||
|
Yeast with Detergent |
6.
Analyze results – Record your observations of the three test tubes after incubation.
Answer =
|
Final Appearance |
7.
Analyze results – The table below shows sample data regarding the amount of carbon dioxide produced by each tube. Determine what type of graph would be the most appropriate for displaying the data and explain why you chose that graph. Then, make a graph. Use Microsoft Excel or a free graphing program (for example,
https://nces.ed.gov/nceskids/createagraph/
) to create the graph. Submit this with your post-lab questions.
|
Sample |
Amount CO2 Produced (mL) After 1 Hour |
|
7 mL |
|
|
0.5 mL |
|
|
0 mL |
Answer =
8.
Draw conclusions – Interpret the data from the graph in Question 7. What conclusions can you make based on this graph?
Answer =
9.
Draw conclusions – Based on your observations and your graph, would you reject or accept the hypothesis you made in Question 3? Why?
Answer =
10.
Draw conclusions – Imagine you are an environmental scientist employed by a city. Some residents have expressed concerns regarding how salt is applied to roadways in the winter because of the harm it may cause aquatic life in area streams. Propose an experiment using yeast to determine if salt pollution runoff is a potential concern in your community.
Answer =
References
Any sources utilized should be listed here.
© eScience Labs, 2016
Week 1 –
Laboratory
Laboratory
Before beginning this Lab, read “
Lab 1: Introduction to Science
” in your Environmental Science Student Manual. This lab includes a video containing several questions and critical thinking activities that focus on the scientific method, lab reporting, and data collection and management. As you view the video, you will be prompted to stop and answer the Exercise 1 questions on the
Week One Lab Reporting Form
. Make sure to complete all of the following items before submission:
· Read through the introductory material.
· View the Lab 1 videos and answer Exercise 1 Questions 1 through 10 in complete sentences on the
Week One Lab Reporting Form
.
·
Video 1 (Links to an external site.) Links to an external site.
·
Video 2 (Links to an external site.) Links to an external site.
·
Video 3 (Links to an external site.) Links to an external site.
·
Video 4 (Links to an external site.) Links to an external site.
Submit the Lab One Reporting Form via Waypoint. The document does not need to include a title page or other APA formatting; however, any outside sources utilized in your answers must be referenced in proper APA format as outlined in the Ashford Writing Center.
Carefully review the Grading Rubric
(Links to an external site.)
Links to an external site.
for the criteria that will be used to evaluate your assignment.
Introduction to Science
12
The Scientific Method
Observations
Variables
Controls
Data Analysis
Calculations
Data Collection
Percent Error
Scientific Reasoning
Writing a Lab Report
Socrates (469 B.C. – 399 B.C.), Plato (427 B.C. – 347 B.C.), and Aristotle (384
B.C. – 322 B.C.) are among the most famous of the Greek philosophers
(Figure 1). Plato was a student of Socrates, and Aristotle was a student of Pla-
to. These three philosophers are considered to be the greatest thinkers of
their time.
Aristotle’s views on science profoundly shaped medieval academics, and his
influence extended into the Renaissance (14
th
– 16
th
century). His opinions
were the authority on science well into the 1300s. Unfortunately, the philoso-
pher’s method was logical thinking and did not involve making direct observa-
tions on the natural world. As a result, many of Aristotle’s opinions were incor-
rect. Although he was extremely intelligent, he used a method for determining
the nature of science that was insufficient for the task. For example, in Aris-
totle’s opinion, men were bigger than women. Therefore, he made the de-
duction that men would have more teeth than women. It is assumed that he
never actually looked into the mouths of both men and women and counted
their teeth. If he had, he would have found that males and females have ex-
actly the same number of teeth (Figure 2).
In the 16
th
and 17
th
centuries, innovative thinkers began developing a new
way to investigate the world around them. They were developing a method
that relied upon making observations of phenomena and trying to explain
why that phenomena occurred. From these techniques, the scientific method
was born. The scientific method is a process of investigation that involves
Figure 1: Neoclassical statue
of ancient Greek philosopher,
Plato, in front of the Academy
of Athens in Greece.
Figure 2: Humans—male and
female—have 20 baby teeth
and 32 permanent teeth.
13
experimentation and observation to acquire new knowledge, solve problems, and answer questions. Scien-
tists eventually perfected the methods and reduced it to a series of steps (Figure 3).
Today, the scientific method is used as a systematic approach to solving problems. Science begins with ob-
servations. Once enough observations or results from preliminary library or experimental research have been
collected, a hypothesis can be constructed. Experiments then either verify or disprove the hypothesis. If
enough evidence can support a hypothesis, the hypothesis can become a theory, or proven fact. Theories
can be further refined by other hypotheses and experimentation. An example of this is how we further refine
our knowledge of germ theory by learning about specific pathogens. A scientific law is a summary of obser-
vations in which there are no current exceptions using the most recent technology. It can be a general state-
ment, like the Law of Gravity (what goes up must come down), or a mathematical relationship, like Newton’s
Law (F = ma). Scientific laws can be broken and theories can be proven wrong as technology improves and
provides results that are exceptions to them.
The scientific method attempts to minimize the influence of bias or prejudice in the person conducting the ex-
periment. It is human nature to have some sort of bias, and even the best-intentioned scientists can’t escape
bias. However, in the fields of science where results have to be reviewed and duplicated, bias must be avoid-
ed at all costs. The scientific method provides an objective (non-biased), standardized (easily duplicated) ap-
proach to conducting experiments. Throughout this lab you will access a series of four videos. These
videos describe the steps of the scientific method and will provide the content necessary to answer
the post-lab questions. To further understand the scientific method, let’s take a closer look at what each of
the steps entails. Please click on the link below to watch the video, gain a better understand the scien-
tific method, and answer the post-lab questions.
Video 1: https://www.esciencelabs.com/sites/default/files/Zaption/Ashford_01.mp4
Figure 3: A scientific investigation begins with an observation.
14
The first step in the scientific method is observation. This step often comes naturally by watching things going
on around the world, noticing different trends, and developing questions when something is confusing. Keep
in mind that scientists don’t just use their eyes to form an observation. Instead, they use all of their senses to
completely observe something. The more you pay attention to your surroundings, the more you will begin to
think like a scientist. Note that your observations don’t have to be oriented around typical “science” things. For
instance, scientific observations don’t have to be about textbook chemicals or reactions—they can be about
the environment, cooking, people, etc.
Gathering as much information as you can on your topic of interest is important because you may discover
that someone has already performed an experiment on your observation. In addition, the more information
you have on your observation of interest, the easier it will be to make a well-informed and educated prediction
regarding what you think might happen during your ex
periment.
Based on your observation(s), a question can be developed. Keep in mind that not every question is a
“good” question to test with the scientific method. In this lab, we will focus on “testable” questions, or ques-
tions that can be used to construct experiments. These are questions that can be answered by doing a labor-
atory investigation. They are not opinion questions or questions that can be answered by doing research in a
book or on the internet.
Developing a good question is important because it gives your experiment direction and informs others of
what questions you are trying to answer in your experiment. It must be clear. A question such as “How do stu-
dents learn best?” is not clear because there are many different ways to test it. A better question might be “Do
students learn better before or after sleeping?” because it only tests one particular variable. Keep in mind that
you must be able to measure the results in some way for it to be considered a testable question.
A hypothesis is a type of prediction that forecasts (predicts) how changing one part of an experiment will af-
fect the results. It is not a guess. It is an informed and well-thought out prediction based upon your back-
ground research. Many times, a hypothesis is best written in the “If _________, then ________” format. The
blank space after the “if” describes the independent variable (e.g., the experimental component that scientists
intentionally manipulate and control). The blank space after the “then” describes the dependent variable (e.g.,
the predicted result of the change). Please click on the link below to watch the video, learn more about the
initial steps of the scientific method and answer the post-lab questions.
Video 2: https://www.esciencelabs.com/sites/default/files/Zaption/Ashford_02.mp4
15
After you have created a question, scientists construct a hy-
pothesis. However, in order to do this, the experimental varia-
bles must first be determined. Variables are conditions that
could affect the outcome of an experiment. Think about all of
the different things that might affect how well a student performs
on a test. The amount of sleep, how long they studied, how well
they paid attention in class, if they are feeling well could affect
how well they perform.
Successful experiments incorporate as few variables as possi-
ble. However, you will always have three types of variables
(Figure 4):
Independent Variables
Dependent Variables
Controlled Variables
The independent variable is what you change in an experi-
ment. Conversely, the dependent variable is what you meas-
ure in an experiment (e.g., the results) (Figure 4). There is also
a variable called the controlled variable. This accounts for the
condition (or conditions) that must remain constant in an experi-
ment. Experiments require controlled variables so that you can
determine if the independent variable actually caused the result or if it was something else. In a perfect world,
all of the variables would be controlled except for the independent variables. This can be difficult to achieve
but is a very important goal.
The procedure step is the writing of the materials used and the steps followed when conducting an investiga-
tion. The materials list must be complete and the steps to follow must be understandable so the activity can
be repeated. Other scientists should be able to look at your procedure , perform the same steps, and get the
same results without you telling them anything or giving them any clues. Procedures are best written as a
numbered sequence. It is during the procedure step that an experiment will be conducted to test the hypothe-
sis. The experiment must be unbiased in nature, meaning that the scientist cannot create an experiment that
will favor the outcome that they have predicted in their hypothesis. Please click on the link below to watch the
video, learn more about testing your hypothesis and answer the post-lab questions.
Video 3: https://www.esciencelabs.com/sites/default/files/Zaption/Ashford_03.mp4
Figure 4: Suppose you saw a change in your
dependent variable. How do you know that
change was caused by your independent
variable? You couldn’t be sure unless you
had a control. The purpose of holding the
control constant is to observe if your inde-
pendent variable actually caused a change
in your dependent variable.
16
Data collection is the process of gathering and measuring information on variables in an established, sys-
tematic fashion that enables you to answer the hypothesis. Regardless of the experiment, accurate data col-
lection is essential to maintaining the integrity of the lab. Accurate means “capable of providing a correct
reading or measurement.” In science, a measurement is accurate if it correctly reflects the size of the thing
being measured. On the other hand, precise means that an experiment is repeatable, reliable, and gets the
same measurement each time (Figure 5). We can never obtain a perfect measurement. The best we can do
is to come as close as possible within the limitations of the measuring instruments.
Once you have collected your data in the most accurate and precise way, the next step is to communicate
your data. A highly effective method for communicating your data is to visually display your results. Common
ways of doing this are to create a table or a graph.
A table is a well-organized summary of data. Tables should display any information relevant to the hypothe-
sis. Table 1 displays data collected to test a hypothesis about plant growth with or without added nutrients.
Tables should include a clearly stated title, labeled columns and rows, and measurement units.
A graph is a visual representation of the relationship between the independent and dependent variable.
Graphs help to identify trends and illustrate findings (Figures 6 and 7). Here are some of the rules to remem-
ber when graphing:
Figure 5: Left: Accurate results all hit the bulls-eye on a target. Right: Precise re-
sults may not hit the bulls-eye, but they all hit the same region.
Variable Height Wk. 1 (mm) Height Wk. 2 (mm) Height Wk. 3 (mm) Height Wk. 4 (mm)
Control
(without nutrients)
3.4 3.6 3.7 4.0
Independent
(with nutrients)
3.5 3.7 4.1 4.6
Table 1: Plant Growth With and Without Added Nutrients
17
The independent variable is always graphed on the x-axis (horizontal), with the dependent variable on
the y-axis (vertical).
Use appropriate numerical spacing when plotting the graph, with the lower numbers starting in the
lower and left hand corners of both axes.
Always use uniform or logarithmic intervals. For example, if you begin by numbering 0, 10, 20, do not
jump to 25 and then 32.
Title the graph and both the x- and y-axes with a unit and label such that they correspond to the data
table from which they come. For example, if you titled your table “Top Speed of Different Car Models,”
the graph title should reference this information as well.
Did you know that there are codes of ethics in scientific research, even for students?
Some of these principles are:
Honesty: Do not fabricate, falsify, or misrepresent data
Objectivity: Strive to avoid bias in experimental design, data analysis, and data in-
terpretation
Carefulness: Avoid careless errors and negligence. Carefully and critically examine
your own work
Figure 6: Sample bar graph. Bar graphs are best for demonstrating comparisons be-
tween categories or trial events.
18
Figure 7: Sample line graph. Line graphs are best used to show how changes occur for
a variable over time.
Scientists draw conclusions by examining the data from the experiment. There are basically two possible
outcomes. Either the experiment supported the hypothesis and it can be regarded as true, or the experiment
disproved the hypothesis (Figure 8). If the hypothesis is false, it is always recommended that you repeat the
steps in the scientific method and make adjustments to your hypothesis. If the hypothesis turns out to be
false, there are some questions to ask to find out why:
What was wrong with the original hypothesis?
Did you make poor observations?
Was your experiment flawed?
Please click on the link below to watch the video, gain a better understand how to
interpret your results and answer the post-lab questions.
Video 4: https://www.esciencelabs.com/sites/default/files/Zaption/
Ashford_04.mp4
Figure 8: Scientists docu-
ment in pen and date all of
their work to maintain the
integrity of their results as
well as to help ensure repro-
ducibility.
19
Lab Report
Section
Purpose
Title A short statement summarizing the topic.
Abstract
A brief summary of the methods, results and conclusions. It should not exceed 200
words and should be the last part written.
Introduction
An overview of why the experiment was conducted. It should include:
Background – Provide an overview of what is already known and what questions
remain unresolved. Be sure the reader is given enough information to know why
and how the experiment was performed.
Objective – Explain the purpose of the experiment (i.e. “I want to determine if tak-
ing baby aspirin every day prevents second heart attacks.”)
Hypothesis – This is your “prediction” as to what will happen when you do the ex-
periment.
Materials and Meth-
ods
A detailed (step-by-step) description of what was used to conduct the experiment and
how it was done. The description should be exact enough that someone reading the
report can replicate the experiment.
Results
Data and observations obtained during the experiment. This section should be clear
and concise. Tables and graphs are often appropriate in this section. Interpretations
should not be included here.
Discussion
Data analysis, interpretations, and experimental conclusions.
Discuss the meaning of your findings. Look for common themes, relationships,
and points that perhaps generate more questions.
When appropriate, discuss outside factors (e.g. temperature, time of day, etc.) that
may have played a role in the experiment.
Identify what could be done to control for these factors in future experiments.
Conclusion A short, concise summary that states what has been learned.
References
You should reference any articles, books, magazines, interviews, newspapers, etc.
that were used to support your background, experimental protocols, discussions and
conclusions. Your references should be written in the APA format. The following web
site is a helpful citation maker http://www.citationmachine.net/apa/cite-a-book
Table 2: Components of a Lab Report
A scientist’s experiment is often communicated through a lab report. Table 2 outlines each component of a
lab report.
