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Type | Essay |
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Branches of Statistical Methods Essay Assignment
John wants to train his dog, Spot, to shake hands. John decides to reward Spot with a treat every time Spot raises his paw. John hopes to increase Spot’s handshaking behavior by following the behavior with a reward. This is an example of
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2) Philosophers who believe that truth can emerge from the careful use of reason are known as
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3) The two branches of statistical methods are
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4) In a topographical representation of the motor cortex, the homunculus is the largest area devoted to
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5) What theorist presents a hierarchy of needs and motivations?
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6) Which of the following would be a concern for a person during early adulthood?
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7) In operant conditioning, which of the following is accurate?
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8) The child begins to initiate, not imitate activities; to develop a conscience; and to experience a sexual identity. The ______stage, as defined by Erik Erikson, involves the crisis of initiative versus guilt.
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9) Which theorist is most associated with Social Learning Theory?
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10) Which of the following is one of the five subtypes of schizophrenia?
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11) The two psychologists credited with being the main founders of Industrial and Organizational Psychology are
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12) Culture-bound syndromes refer to
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13) Environmental psychology can be defined as a behavioral science that investigates the interrelationships between
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14) Validity in testing refers to which of the following?
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15) Most psychotherapists would describe themselves as being
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Home>Physics homework help>Lab5 physics
Custom Lab Manual UMUC Physical Science NSCI 101/103
© 2012, eScience Labs LLC All rights reserved
www.eciencelabs.com ● 888‐375‐5487
3
Table of Contents
Custom Lab Manual for Physical Science NSCI 101/103 Lab 1: Introduc on to Science Lab 2: Types of Forces Lab 3: Newton’s Laws Lab 4: Acids & Bases Lab 5: Chemical Processes Lab 6: Light Lab 7: Radioac vity
4
Time and Addi onal Materials Required
Time and Addi onal Materials Required for Each Lab
Lab 1: Introduc on to Science o Time Required: 60 minutes o Addi onal Materials Needed: None
Lab 2: Types of Forces o Time Required: 60 minutes o Addi onal Materials Needed: None
Lab 3: Newton’s Laws o Time Required: 60 minutes o Addi onal Materials Needed: A deep dish, water, 2 chairs (for supports)
Lab 4: Acids and Bases
o Time: 60 min. o Materials needed: Tomato juice, dis lled water, milk
Lab 5: Chemical Processes
o Time: 60 min. o Materials needed: none
Lab 6: Light o Time Required: 45‐60 minutes o Addi onal Materials Needed: White paper
Lab 7: Radioac vity o Time Required: 45‐60 minutes o Addi onal Materials Needed: None
5
Lab Safety
Lab Safety Always follow the instruc ons in your laboratory manual and these general rules:
Lab prepara on
please STOP and then:
ü Double‐check the manual instruc ons.
ü Check www.esciencelabs.com for updates and ps.
ü Contact us for technical support by phone at 1‐888‐ESL‐Kits (1‐888‐375‐5487) or by
email at Help@esciencelabs.com.
ü If you have any ques ons or concerns, refer to the Material Safely Data Sheets
(MSDS) available at www.esciencelabs.com. The MSDS lists the dangers, storage
requirements, exposure treatment and disposal instruc ons for each chemical.
condi ons that may require addi onal protec ve measures.
Proper lab a re
earrings, bracelets, etc.), should be removed.
lenses while conduc ng experiments is discouraged, as they can absorb poten ally
harmful chemicals.
eScience Labs, LLC designs every kit with safety as our top priority. Nonetheless, these are science kits and contain items which must be
handled with care. Safety in the laboratory always comes first!
6
Lab Safety
provided.
Performing the experiment
ment.
otherwise.
ü Never return unused chemicals to their original container or place chemicals in an
unmarked container.
ü Always put lids back onto chemicals immediately a er use.
ü Never ingest chemicals. If this occurs, seek immediate help.
Call 911 or “Poison Control” 1‐800‐222‐1222
ü If there is a fire, evacuate the room immediately and dial 911.
Lab Clean‐up and Disposal
If a spill occurs, consult the MSDS to determine how to clean it up.
card in a safe area.
be noted in the lab manual.
Above all, USE COMMON SENSE!
7
Student Portal
Introduc on o Safety Video o Scien fic Method Video
Newtonian Mechanics
The Science of Sailing Video o The Moving Man o Slam Dunk Science o The Science of Skateboarding o Projec le Mo on o Ladybug Revolu on o Energy Skate Park
Chemistry and Light
Acid base reac ons o Geometric Op cs
Log on to the Student Portal using these easy steps:
Visit our website, www.esciencelabs.com, and click on the green bu on (says
“Register or Login”) on the top right side of the page. From here, you will be taken to a login page. If you are registering your kit code for the first me, click the “create an account” hyperlink. Locate the kitcode, located on a label on the inside of the kit box lid. Enter this, along with other re‐
quested informa on into the online form to create your user account. Be sure to keep track of your username and pass‐
word as this is how you will enter the Stu‐ dent Portal for future visits. This establish‐ es your account with the eScience Labs’
Student Portal. Have fun!
Student Portal Content
Lab 1: Introduc on to Science
11
Lab 1: Introduc on to Science
What is science? You have likely taken several classes throughout your career as a student, and know that it
is more than just chapters in a book. Science is a process. It uses evidence to understand the history of the
natural world and how it works. Scien fic knowledge is constantly evolving as we understand more about the
natural world. Science begins with observa ons that can be measured in some way, and o en concludes with
observa ons from analyzed data.
Following the scien fic method helps to minimize bias when tes ng a theory. It helps scien sts collect and
organize informa on in a useful way so that pa erns and data can be analyzed in a meaningful way. As a sci‐
en st, you should use the scien fic method as you conduct the experiments throughout this manual.
Concepts to explore: · The Scien fic Method
Figure 1: The process of the scien fic method
12
Lab 1: Introduc on to Science
The process of the scien fic method begins with an observa on. For ex‐
ample, suppose you observe a plant growing towards a window. This ob‐
serva on could be the first step in designing an experiment. Remember
that observa ons are used to begin the scien fic method, but they may
also be used to help analyze data.
Observa ons can be quan ta ve (measurable), or qualita ve
(immeasurable; observa onal). Quan ta ve observa ons allow us to rec‐
ord findings as data, and leave li le room for subjec ve error. Qualita ve
observa ons cannot be measured. They rely on sensory percep ons. The
nature of these observa ons makes them more subjec ve and suscep ble
to human error.
Let’s review this with an example. Suppose you have a handful of pennies. You can make quan ta ve observa‐
ons that there are 15 pennies, and each is 1.9 cm in diameter. Both the quan ty, and the diameter, can be pre‐
cisely measured. You can also make qualita ve observa ons that they are brown, shiny, or smooth. The color and
texture are not numerically measured, and may vary based on the individual’s percep on or background.
Quan ta ve observa ons are generally preferred in science
because they involve “hard” data. Because of this, many sci‐
en fic instruments, such as microscopes and scales, have
been developed to alleviate the need for qualita ve observa‐
ons. Rather than observing that an object is large, we can
now iden fy specific mass, shapes, structures, etc.
There are s ll many situa ons, as you will encounter throughout this lab manual, in which qualita ve observa‐
ons provide useful data. No cing the color change of a leaf or the change in smell of a compound, for example,
are important observa ons and can provide a great deal of prac cal informa on.
Once an observa on has been made, the next step is to develop a hypothesis. A hypothesis is a statement de‐
scribing what the scien st thinks will happen in the experiment. A hypothesis is a proposed explana on for an
event based on observa on(s). A null hypothesis is a testable statement that if proven true, means the hypothe‐
sis was incorrect. Both a hypothesis and a null hypothesis statement must be testable, but only one can be true.
Hypotheses are typically wri en in an if/then format. For example:
Hypothesis:
If plants are grown in soil with added nutrients, then they will grow faster than plants grown without
added nutrients.
If plants grow quicker when nutrients are added, then the hypothesis is accepted and the null
hypothesis is rejected.
Figure 2: What affects plant growth?
13
Lab 1: Introduc on to Science
Null hypothesis:
If plants are grown in soil with added nutri‐
ents, then they will grow at the same rate as
plants grown in soil without nutrients.
There are o en many ways to test a hypothesis. However, three rules must always be followed for re‐
sults to be valid.
Experiments must be replicable to create valid theories. In other words, an
experiment must provide precise results over mul ple trials Precise results
are those which have very similar values (e.g., 85, 86, and 86.5) over mul ‐
ple trials. By contrast, accurate results are those which demonstrate what
you expected to happen (e.g., you expect the test results of three students
tests to be 80%, 67%, and 100%). The following example demonstrates the
significance of experimental repeatability. Suppose you conduct an experi‐
ment and conclude that ice melts in 30 seconds when placed on a burner,
but you do not record your procedure or define
the precise variables included. The conclusion
that you draw will not be recognized in the scien‐
fic community because other scien sts cannot
repeat your experiment and find the same results. What if another scien st
tries to repeat your ice experiment, but does not turn on the burner; or, us‐
es a larger ice chunk. The results will not be the same, because the experi‐
ment was not repeated using the same procedure. This makes the results
invalid, and demonstrates why it is important for an experiment to be repli‐
cable.
Variables are defined, measurable components of an experiment. Controlling variables in an experi‐
ment allows the scien st to quan fy changes that occur. This allows for focused results to be meas‐
ured; and, for refined conclusions to be drawn. There are two types of variables, independent variables
and dependent variables.
Independent variables are variables that scien sts select to change. For example, the me of day,
amount of substrate, etc. Independent variables are used by scien sts to test hypotheses. There can
If plants grow quicker when nutrients are added, then the hypothesis is accepted and the null
hypothesis is rejected.
Accurate results all hit the bulls‐eye on a target.
Precise results may not hit the bulls‐eye, but they all
hit the same region.
Lab 1: Introduc on to Science
only be one independent variable in each experiment. This is because if a change occurs, scien sts
need to be able to pinpoint the cause of the change. Independent variables are always placed on the x‐
axis of a chart or graph.
Dependent variables are variables that scien sts observe in rela onship to the independent variable.
Common examples of this are rate of reac on, color change, etc. Any changes observed in the depend‐
ent variable are caused by the changes in the independent variable. In other words, they depend on
the independent variable. There can be more than one dependent variable in an experiment. Depend‐
ent variables are placed on the y‐axis of a chart or graph.
A control is a sample of data collected in an experiment that is not exposed to the independent varia‐
ble. The control sample reflects the factors that could influence the results of the experiment, but do
not reflect the planned changes that might result from manipula ng the independent variable. Con‐
trols must be iden fied to eliminate compounding changes that could influence results. O en, the
hardest part of designing an experiment is determining how to isolate the independent variable and
control all other possible variables. Scien sts must be careful not to eliminate or create a factor that
could skew the results. For this reason, taking notes to account for uniden fied variables is important.
This might include factors such as temperature, humidity, me of day, or other environmental condi‐
ons that may impact results.
There are two types of controls, posi ve and nega ve. Nega ve controls are data samples in which
you expect no change to occur. They help scien sts determine that the experimental results are due to
the independent variable, rather than an uniden fied or unaccounted variable. For example, suppose
you need to culture bacteria and want to include a nega ve control. You could create this by streaking
a sterile loop across an agar plate. Sterile loops should not create any microbial growth; therefore, you
expect no change to occur on the agar plate. If no growth occurs, you can assume the equipment used
was sterile. However, if microbial growth does occur, you must assume that the equipment was con‐
taminated prior to the experiment and must redo the experiment with new materials.
Alterna vely, posi ve controls are data samples in which you do expect a change. Let’s return to the
growth example, but now you need to create a posi ve control. To do this, you now use a loop to
streak a plate with a sample that you know grows well on agar (such as E. coli). If the bacteria grow,
you can assume that the bacteria sample and agar are both suitable for the experiment. However, if
the bacteria do not grow, you must assume that the agar or bacteria has been compromised and you
must re‐do the experiment with new materials.
15
Lab 1: Introduc on to Science
The scien fic method also requires data collec on. This may reflect what occurred before, during, or
a er an experiment. Collected results help reveal experimental results. Results should include all rele‐
vant observa ons, both quan ta ve and qualita ve.
A er results are collected, they can be analyzed. Data analysis o en involves a variety of calcula ons,
conversions, graphs, tables etc. The most common task a scien st faces is unit conversion. Units of
me are a common increment that must be converted. For example, suppose half of your data is meas‐
ured in seconds, but the other half is measured in minutes. It will be difficult to understand the rela‐
onship between the data if the units are not equivalent.
When calcula ng a unit conversion, significant digits must be accounted for. Significant digits are the
digits in a number or answer that describe how precise the value actually is. Consider the following
rules:
Addi on and subtrac on problems should result in an answer that has the same number of significant
decimal places as the least precise number in the calcula on. Mul plica on and division problems
should keep the same total number of significant digits as the least precise number in the calcula on.
For example:
Addi on Problem: 12.689 + 5.2 = 17.889 → round to 18
Mul plica on Problem: 28.8 x 54.76 = 1577.088 → round to 1580 (3 sig. digits)
Rule Example
Any non‐zero number (1‐9) is always significant
45 has two significant digits
has three significant digits
248678 has six significant digits
Any me a zero appears between significant num‐ bers, the zero is significant
4005 has four significant digits
0.34000000009 has eleven significant digits
Zeros that are ending numbers a er a decimal point or zeros that are a er significant numbers
before a decimal point are significant
45.00 has four significant digits
15000.00 has seven significant digits
Zeros that are used as placeholders are NOT sig‐ nificant digits
62000000 has only two significant digits
.0000000897 has only three significant digits
A zero at the end of a number with no decimal can be a significant digit
50 cm exactly has two significant digits (not
rounded)
16
Lab 1: Introduc on to Science
Scien fic nota on is another common method used to transform a number. Scien fic data is o en very
large (e.g., the speed of light) or very small (e.g., the diameter of a cell). Scien fic nota on provides an
abbreviated expression of a number, so that scien sts don’t get caught up coun ng a long series of
zeroes.
There are three parts to scien fic nota on: the base, the coefficient and the exponent. Base 10 is al‐
most always used and makes the nota on easy to translate. The coefficient is always a number be‐
tween 1 and 10, and uses the significant digits of the original number. The exponent tells us whether
the number is greater or less than 1, and can be used to “count” the number of digits the decimal must
be moved to translate the number to regular nota on. A nega ve exponent tells you to move the deci‐
mal to the le , while a posi ve one tells you to move it to the right.
For example, the number 5,600,000 can be wri en as 5.6 x 10 6 . If you mul ply 5.6 by 10 six mes, you
will arrive at 5,600,000. Note the exponent, six, is posi ve because the number is larger than one. Al‐
terna ve, the number 0.00045 must be wri en using a nega ve exponent. To write this number in sci‐
en fic nota on, determine the coefficient. Remember that the coefficient must be between 1 and 10.
The significant digits are 4 and 5. Therefore, 4.5 is the coefficient. To determine the exponent, count
how many places you must move the decimal over to create the original number. Moving to the le ,
we have 0.45, 0.045, 0.0045, and finally 0.00045. Since we move the decimal 4 places to the le , our
exponent is ‐4. Wri en in scien fic nota on, we have 4.5 x 10 ‐4
Although these calcula ons may feel laborious, a well‐calculated presenta on can transform data into
a format that scien sts can more easily understand and learn from. Some of the most common meth‐
ods of data presenta on are:
Table: A well‐organized summary of data collected. Tables should display any informa on relevant to
the hypothesis. Always include a clearly stated tle, labeled columns and rows, and measurement
units.
Variable Height Wk. 1 (mm) Height Wk. 2 (mm) Height Wk. 3 (mm) Height Wk. 4 (mm)
Control (without nutrients)
3.6 3.7 4.0
Independent (with nutrients)
3.7 4.1 4.6
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