Thinking Like a Biologist!! Intro.

To the Scientific Method &

Measurement

LAB ACTIVITY OUTCOMES:

Utilize the scientific method of inquiry for
explaining observations
Apply the metric system to observation and
measurement
Illustrate data graphically
Develop methods of scientific inquiry and
experimental design
Perform conversions between and within the
metric and English systems of measurement

MATERIALS NEEDED
Virtual ruler (or a real ruler if available)
Virtual calculator (or a real ruler if available)
Five pairs of thumb wrestlers

INTRODUCTION:
The Scientific Method of Inquiry
Scientists acquire information using a process that is
distinct from the inquiry processes of other disciplines.
The scientific process of inquiry (a.k.a., the “scientific
method”) involves rigorous methods to reject claims,
as opposed to trying to prove them correct. As they say, “nothing in science is ever 100%”. In other
words, scientists are always open to new evidence that can falsify established theories and
laws….thus, you can never prove anything true in science.
The overall process involves observing some phenomenon, asking questions about what was
observed, developing one or more hypotheses to answer the question, making predictions, testing
them through experimentation, and examining the results to draw conclusions that lead to further
testing. This process is sometimes known in science as “hypothetico-deductive” approach
because it involves the formation of a hypothesis (an “educated guess based on observations) and
use of deductive reasoning. Deductive reasoning follows the formation of an “if-then statement”.
For example, suppose you observed honey bees landing on blue and white flowers, and noticed that
they appeared to land on blue flowers more often than white ones. You might then form a
conclusion as to the bees’ preference for a particular color of flower, based solely on your
observations. In doing so, you would have been taking an “inductive” approach to inquiry.
The scientific method goes beyond the inductive approach by forming a testable hypothesis based
on observations, and then makes an “if x, then y” type of prediction. For instance, in our honeybee
example, you might have hypothesized that honey bees land on blue flowers more often than white
ones. Using the hypothetico-deductive approach, you might then predict that if you were to set up
two groups of flowers, one blue group and one white group, the bees would land more often on the
blue group. Thus, you are predicting: “if my hypothesis is true, then bees will land on my blue flowers
more often than my white flowers”. Thus, you have followed deductive reasoning.
The scientific method generally involves the following steps, which are not always followed in a rigid
format:

1. Observation(s)
Observe the study object(s) for a specified period of time and integrate all information known about the study
object(s) (personal and from published/unpublished data).

2. Question(s)
Develop questions about what was observed in step 1. These questions usually involve key words such as
what, why, how, when, and where.

3. Hypotheses and Predictions

Form “educated guesses” that answer the question(s) developed in step 2. These hypotheses should be
directly testable….i.e., your hypotheses are capable of being either rejected or supported. Hypotheses allow
us to make predictions about what we should observe if our hypotheses are correct. A prediction forms an
“if my hypothesis is correct, then I should observe….” statement.

4. Experimentation
Design and carry-out an experiment that directly tests the hypotheses and predictions made in step 3. The
best experiments are “simple, yet elegant”. In other words, don’t bite off more than you can chew!
Most good experiments involve treatment(s) and control(s). A treatment includes variable(s) (what you want
to measure or manipulate) with regards to your study object(s). If you were trying to study the effects of the
addition of fertilizer on plant growth, your treatments might involve three sets of plants, with each set receiving
water and one of three amounts of fertilizer (low, medium, and high, for example). A control is used serve as
a comparison point with the treatment(s). In a control, you do everything you did in your treatment(s), except
that you don’t include the variable(s) of interest. In our plant example, your control might include sets of
plants that receive water but no nutrient-containing fertilizer. All good experiments involve replication. This
means that you want to test your hypothesis on more than one object or individual in order to be more
confident that your results are representative of the population at large. The more replication your experiment
has, the better! Finally, at the end of the experiment, data are collected and analyzed, usually using statistical
measures.

5. Results and Conclusions

After examining the results from step 4, general conclusions are drawn as to whether or not the hypothesis
was rejected, and whether or not alternate hypotheses were supported (again, remember that you can never
prove a hypothesis true!).
6. Theory(-ies)
If the same study was repeated enough times, and the same conclusion reached each time, one may be
able to develop a theory about the phenomenon being tested. Therefore, a theory is not quite a law, but
has so much data to back it up that it carries a general acceptance as the “truth” until data are presented
that contradict it (note that the scientific definition of theory is a lot different than that used in other
disciplines, where a theory is more like a hypothesis).

7. The process of inquiry continues

Theories generate new material for observation, and thus the scientific process of inquiry continues!

PART I: SCIENTIFIC METHOD ACTIVITY

Have you every participated in a “thumb wrestling” contest? Today we will be holding a thumb
wrestling tournament to practice using the scientific method and the metric system.

METHODS
A) Making Observations:
1. Observe the length of your’s and your partner’s right thumbs. Note your observations in the
box below:
Observations
!!
Observed differences in thumb lengths between partners (for
example, write “Bridgett’s thumb looks longer than my thumb”).

Our thumbs look similar, Lily's thumb is a little bit thicker than mine.
My thumb is longer than hers.

B) Forming a Hypothesis
2. Based on your observations noted above, develop an educated, quantitatively
measurable guess (hypothesis) as to the effect of length of thumb on the outcome of
thumb wrestling contests:
Hypothesis
Hypothesis
I believe I will win because my thumb is longer.

C) Experimentation
3. Now you need to test your hypothesis. To do this, you need to design and carry-out an
experiment. To avoid “experimentor bias”, you and your partner will thumb-wrestle first, and then
will measure the lengths of your thumbs AFTER the thumb wrestling match.
So, with your thumb-wrestlng partner, conduct a thumb-wrestling match. Grasp hands as shown
in the illustration below:

The game should start by the two partners touching thumbs, and then passing their thumbs back
and forth four times (you can recite “one, two, three, four…I declare a thumb war!”). After the fourth
time, begin wrestling. The object of the game is to snatch your opponents thumb with your thumb
and hold it down for three seconds.

Record the outcome of the competition in the table below:

Winner’s Loser’s
Match Name Name
#
1 MADISO
N lily
 4. After conducting the wrestling match, use your 6” ruler to measure the length of your thumb and
your partner’s thumb, in centimeters (cm). Measure from the bottom knuckle to the tip the thumb.

Record the outcome of the competition in the table below:

Winner’s Loser’s
Matc Thumb Thumb
h# Length Length
(cm) (cm)
1 5.9cm 5.5

5. Based on your results above, did you support or reject your hypothesis? Place a check mark ()
under the appropriate box below:

Record the outcome of the competition in the table below:

Hypothesis Hypothesis
Matc Rejected Supported
h#
1
check

6. Like every good experiment, we need replication! You have just conducted a single match
between you and your partner, and you either supported or rejected your hypothesis with the data
from that match. However, that was only one match….that one match might not be representative
of other matches with other people! The more wrestling matches we conduct, and the more
people we have conducting those matches, the more sure we can be that we were correct in
supporting or rejecting our hypothesis. In other words, the more subjects tested, the more sure the
experimenter can be that his or her results are representative of the population at large. This
means performing the same tests on multiple, identical subjects (or as close to identical as
possible).

Thus, you will need to repeat your thumb-wrestling experiment on other pairs of people. Find at
least 4 other pairs of people, have them thumb wrestle each other, and then measure the lengths
of the right thumbs of those people (you might have to find some neighbors or people at the
grocery store! ). Again, be sure to take the measurements AFTER you have observed the
thumb wrestling match, not before! (by taking the measurements after the wrestling matches,
you reduce the risk of experimenter bias). Each pair of people thumb wrestling will constitute a
different match.
Record your results for these 4 other matches in the table below :
Experimentatio
n&
Data
Winner’s Loser’s Collection!
Match Thumb Thumb
# Length Length
(cm) (cm)
2 5.6cm 5.9cm
3 5.9cm
5.4cm
4 6.1cm 5.9cm
5 5.9cm 5.7cm
D) Results
7. Scientists use statistical analyses, graphs, and tables to present summaries of their data
(never just list the raw numerical data by itself!). The most common statistical measurement is
the mean (commonly referred to as the “average”) of the data. The mean is calculated by
adding up all the values and dividing by the total number of observations.

Calculate the mean (average) length (cm) of the winners’ thumbs and the losers’ thumbs using
the data you recorded in your data table, above. Show your work and final answer in the box
below:

Record the outcome of the competition in the table below:

Results!
Mean Thumb Length Mean Thumb Length
(cm) of Winners (cm) of Losers

5.875cm 5.725cm

8. In addition to presenting statistical data in tables, scientists often create pictoral displays of
their statistical data, called graphs. There are many types of graphs (line, column, bar, pie
chart, scatter plot, etc.). Graphs are great for giving the reader a quick visual interpretation of
the data. In the most common types of graphs, the X-axis is the horizontal axis of the graph.
The independent variable, or the variable that gets manipulated, is plotted on this axis (you can
remember this by thinking “the independent variable is based on what the experimenter
chooses”).
The Y-axis is the vertical axis where the dependent variable is plotted. The dependent variable
is “dependent” on the manipulations of the independent variable. For example, if you were
testing the effects of fertilizer concentration (low, medium, high) on plant growth, the fertilizer
level would be the independent variable and the plant growth would be the dependent variable.
Create a column graph (sometimes referred to as a vertical bar graph) comparing the mean
thumb length (cm) of the winners and losers (be sure to title your graph and label your axes
appropriately):

E) Conclusions, Sources of Error, and Further Experimentation

Scientific studies usually end with a discussion section that includes the overall conclusions of
the study (did you reject or support your hypothesis?), possible sources of error (i.e., variables
you couldn’t control for that could have affected the experiment), comparisons of the results
with those of other published studies, and suggestions for further experimentation.
9. Overall conclusions: Determine whether your hypothesis was rejected or supported
(remember, you can never prove a hypothesis true…do not write that you “proved” it!
). Fully explain your conclusions below:
Table: Conclusion
s!

Conclusions as to whether your hypothesis was rejected or

supported:

With the tests given, my hypothesis was supported that longer

thumbs win

10. Sources of Error: Could there be anything else besides what you measured that could
account for the results you obtained? For example, did you control for gender, age, level of
physical fitness, handedness of the people, etc. that might be important factors in determining
the outcome of the contest? Did you use a large enough sample size for your results to be
representative of a larger population? What other biases might have influenced your results?

Explain possible sources of error in your experiment in the table below:

Possible Sources of Error:

I could have conducted more tests with a wider variety of people

11. Further Experimentation: The conclusions of one study often lead to questions for future
studies, generating new hypotheses to test. Come up with another, different hypothesis
(for someone else to test!), based on other things you noticed during your experiment, to
explain what causes someone to win a thumb wrestling match. For example, maybe hand
strength is a more important factor in determining the outcome of the wrestling match than
thumb length is? All in all, there could be an infinite number of hypotheses out there that could
explain what makes a better thumb wrestler! For now, just choose one.

Write your alternative hypothesis in the table below:

The cycle of
inquiry
continues!
Alternative hypothesis:
Wider thumbs may win more.

12. Experimental Design for alternative hypothesis: Explain below how you would design
an experiment to test the alternative hypothesis you listed above. Be as detailed as possible,
but only provide information needed for someone to carry-out this experiment by reading your
experimental design. For example, include things like how many pairs of people would be
included in the study, exactly how (and where on the hand/arm, etc.) you would take
measurements, etc., etc. etc. You will not actually be carrying out this experiment, just
designing it!
Record below how you would test your alternative hypothesis (this is called your
experimental design):

Experimental Design to Test Alternative Hypothesis:

Measure the widths of thumbs and conduct several tests with different
widths.

Part II: The Metric System and Measurement

Most countries around the world use International System of Measurements (SI), or the “metric
system”, as their system of measurement. We here in the United States most often use the
English system in our day-to-day lives. For example, you are familiar with such terms as inch,
foot, mile, etc. However, in science, it is important that measurements be standardized
throughout the world to avoid unnecessary confusion as information is exchanged
internationally. Thus, even here in the U.S., scientists use the metric system. The metric
system is based on units of 10. The main basic units of measurement we will use in this course
are as follows:

Length: meters (m)

Volume: liters (L)
Mass: grams (g)
Temperature: degrees Celsius (ºC)

The prefixes for these main metric measurements are as follows (listed from largest to
smallest) in the table below:
 PREFIX ABBREVIATION MULTIPLICATION
FACTOR
kilo- K 1000

hecto- H 100

deka- Da 10

Base Unit (m, L, g) *** ***

deci- d 0.1

centi- c 0.01

milli- m 0.001

Converting within the metric system:

Because the metric system is based on units of 10, it is very easy to make conversions within the
system. We start with the base unit, which is meters (m) for length, liters (L) for volume, and
grams (g) for mass. Then we just need to know if we are converting to something bigger or
smaller compared to the base unit. If we are getting bigger, we will move the decimal point to the
right each time we go up by a factor of 10. If we are getting smaller, we will move the decimal
points to the left by a factor of 10.
Example: How many centimeters are in a kilometer?
Looking at the table above, this entails we need to go from small to big, and we will be moving the
decimal point to the left 5 times: 1.0 cm  .00001 km.
1.Using the technique described above for converting within the metric system, solve the following
conversion problems (show your work!).

Write your answers in the table below:

a. How many milligrams are in a gram?

b. How many dekameters are in a centimeter?

c. How many liters are in a kiloliter?

d. How many decimeters are in a hectometer?

Converting between the metric and English systems:
Let’s say you decide to take a trip to Europe. Upon arriving in Europe, you rent a car and start to
drive towards your hotel. You notice that the speed limit sign says 100km/hr. You are used
to seeing signs in mi/hr. What do you do? When you buy some apples from the grocery store,
they are weighed in grams. You are used to buying by the pound. What do you do?

Fortunately, there are simple conversion factors that will allow you to convert measurements from
the English system to the metric system (and visa versa).

Here are some basic conversions you may need in today’s lab activity and throughout
the course:

Within the English system: Conversions between systems:

12 inches = 1 foot 1 in = 2.5 cm 1 mi = 1.6 km
3 feet = 1 yard 1 g = 0.04 oz 1 gallon = 3.79L
1 lb = 16 oz 1 kg = 2.2 lb

More conversions can easily be found online.

METHODS
You will practice taking measurements and recording the measurements using metric units. You
will record your measurements in the data table below…

1.Using the provided virtual ruler (or a real one if you have one), measure the height of your dining
table (or a similar table) in meters (m) – note that the height might be less than 1 meter! Note that
you will have to use the ruler multiple times to achieve the total height.

Table:

ATTACH A DIGITAL PHOTO (in .jpg format) OF YOURSELF PERFORMING

THIS (yes, make it a “selfie”!)!!!

Atoms are composed of a ________.

Group of answer choices

nucleus

force field

membrane

2.Using the virtual ruler provided (or a real one if you have it), record the width of your thumb in
centimeters (cm).
Data Table:

Item measured Measurement

in metric
units
Height of a dining table (m)
Width of thumb (cm)

Now, perform the following conversions of the data you just recorded using dimensional analysis
only. SHOW YOUR WORK, including all units along the way!

Table:
a. Convert your dining table height from meters to feet.

b. Convert the width of your thumb from centimeters to yards.

Created by Brie K. Day