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Lecture 3 (1)

Chapter 2 discusses the scientific method, which is a systematic approach to understanding the natural world through observation, hypothesis formulation, experimentation, and analysis. It outlines the eight steps of the scientific method and differentiates between hypotheses and theories. The chapter also emphasizes the importance of controls in experiments and the use of various forms of data presentation, such as graphs, to illustrate findings.

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12 views36 pages

Lecture 3 (1)

Chapter 2 discusses the scientific method, which is a systematic approach to understanding the natural world through observation, hypothesis formulation, experimentation, and analysis. It outlines the eight steps of the scientific method and differentiates between hypotheses and theories. The chapter also emphasizes the importance of controls in experiments and the use of various forms of data presentation, such as graphs, to illustrate findings.

Uploaded by

pbontle690
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Chapter 2

THE SCIENTIFIC METHOD


https://en.wikipedia.org/wiki/
Scientific_method
Introduction

• Science – the word Science is derived from a Latin verb


meaning “to know” Science is a way of knowing.
• - an attempt (effort made) to understand the natural world by
making discoveries
• Discoveries= findings= gaining knowledge about something
that was unknown previously.

• When doing science, a body of knowledge is


accumulated/gathered about the natural world

• Important to understand how these new ideas/information


develop

• ‘Scientists’ engage themselves in thinking


Done through:

• asking questions,

• reasoning logically- reasoning in a way that shows

clear/sound reasoning
• testing ‘ideas’ against experience

Question: Why are biology, chemistry, geology, physics


etc. considered science?
Possible answer: They all adhere to the scientific
method (Chris-tensen 1988)
What is the scientific method?

• Scientific method – is a procedure that specifies


the question-and-answer process of science and
outlines the sequence of steps needed to answer
a question about a phenomenon (Sterner 1998)
• A phenomenon is an observed situation/fact

• It is a guide to the scientist's decisions in


conducting research.
• It is a method used to acquire knowledge.
The 8 successive steps to be followed in the Scientific method

1. Observation
2. Hypothesis formulation
3. Making predictions
4. Experimental design
5. Results collection
6. Interpretation
7. Discussion
8. Conclusion
We solve everyday problems by
using hypotheses.
An example would be the reasoning we use to
answer questions.

A hypothesis should be: - testable


- falsifiable
Flow diagram
How is a theory different from a
hypothesis?
Theory is:
much broader in scope than a
hypothesis,
Usually general enough to generate
many new, specific hypotheses,
which can then be tested and
Supported by a large and usually
growing body of evidence.
Take note!

Although science rarely matches all the previous

step-by-step process exactly, scientific inquiry


may often include the formulation and testing
of hypotheses.

NB. Hypotheses have to be explicit and well-

formulated
Another flow diagram
Successive steps in scientific method

Observation – the act of noting and recording


something

Hypothesis formulation - a suggested answer


to a well-defined scientific question/an
explanation on trial/possible explanation for a
scientific problem

Making predictions - stating that a certain kind


of event will occur at some future time
Cont…
Experimental design – designing a suitable
experiment to test a hypothesis

Results collection – information gathering and


analyses

Interpretation – providing explanations of results

Discussion – an extended explanation for a particular


topic

Conclusion – summing up of an argument


What next………….

NB. The positive experiment must eliminate all


variables that might influence the results, other than
the element they want to investigate

Another experiment ‘the control’ must be conducted


(details later)

Biologists’ attitude:
 An inquiring mind
 Objectivity(truth)/ lack bias
 Intellectual integrity (honesty)
 Accuracy
Example: A failing torch flashlight
Controls and control groups
By using controls, scientists try to eliminate any
factor that might influence their results.

How can we ensure that the procedure did not cause


the results?

Repeat the experiment EXACTLY and make sure that


the only difference is the factor being investigated
Example showing the
importance of control
Observation
All live Amoeba have a nucleus
Hypothesis
The nucleus is essential for life
Prediction
IF the nucleus is removed, THEN the Amoeba will
die
Method
Suck out the nucleus with a micro-pipette in 10
Amoeba
Results

What is our Conclusion?

A nucleus is essential for life.

What else could have killed the Amoeba?


The operation itself might be the cause of death
Can you suggest a suitable control?
Experiment
Suck out the nucleus
All Amoeba die
Control
Suck out nucleus then put it back and collect results
All Amoeba live
Conclusion
Hypothesis is correct, nucleus is essential for life
Example 2: In an investigation
of the effect of temperature
variation on the growth rate of
bean plants; plants are arranged
into two groups(exp & control)
In the experimental In the control group:
group: temperature maintain
varies temperature
constant
In that experiment, other factors
that can affect growth are: light,
water, soil and nutrients.
Any factor that can affect the
results in an experiment is called
a variable.
• In both the exp and control
groups, you grow both groups
under the same conditions.
The only variable that can
change is temperature which is
the experimental variable.
Data
Record measurements of the two groups of
plants over a period of time.
Repeat or replicate the experiment to verify
the results.
control groups and experimental groups

The control grp, on the left was grown at 70° F while the exp grp on the right was grown at a temperature of 40° F. The
plants grown at the lower temperature (Exp grp on right) grew smaller than the control group which is on the left.
Results can be presented in
different forms.
In a form of a table
graphs
In this lesson we will review
graphs
Many students are unaware of the multiple
uses of graphs.
Graphs are used extensively in our daily lives.
Graphs

Charts or drawings that show the relationship between


changing things.

Diagrams that display the relationship between


numbers/ amounts.

They make a point more clearer and easier than text.

Can be used to illustrate many types of data.


The most commonly used graphs
and
Type
charts Definition

Line Shows comparison between two


variables
Shows trends in data clearly

Bar Called a histogram


Shows comparison
Numerical dimensions are shown in
bars in varying length
Multiple comparisons are possible

Pie chart Divides a whole into component parts

Scatter diagram Shows relationship as well as the


Line graph
3.5
Sodium concentration

2.5

2
(mg/l)

1.5

0.5

0
0 1 2 3 4 5 7
Time (hours)
Bar graph/histogram
Bar graph Histogram
5

4
Temperature °C

0
Summer

Winter
Autumn

Spring

Seasons
A pie chart
Pizza piece

Tumi
Lebo
Pinky
John
A scatter diagram
60
Meter deflection (arbitrary units)

50

40

30

20

10

0
0 5 10 15 20 25 30 35 40 45

Mercury / mg
Reminder
Test 1 28/03/2023
Test 2 03/05/2023
Test 3 02/06/2023
End of today’s lecture

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