2. The Scientific Method 2
Observation:
I have observed that as a plant grows, it will grow towards a source of light instead of
growing straight or away from the light source.
Question:
Is it the light that causes the plant to grow at an angle instead of straight up? Is it just a fluke
produced by that plant? Is it the wind or maybe heat which causes this?
Hypothesis:
A plant will grow towards a light source as it strives to produce photosynthesis.
Prediction:
If different types of plants are grown where no wind or heat can influence them while being
exposed to a light source and they do not grow straight but towards the light source, then
wind and heat have nothing to do with it and it is the light source causing the plants to grow
at an angle.
Testing:
Plants were grown inside of four sided, glass containers where the tops were opened to
prevent any wind or heat from influencing the experiment. Different types of plants were
used to rule out that it is only a certain plant type. All variables were kept the same.
The control group:
This group of plants was placed on revolving bases with stationary light sources.
The experimental group:
This group of plants was left stationary and not placed on revolving bases and they had
stationary light sources.
Replication:
Three different plant types were used with the same three types being used in each group.
Data:
All of the plants in the control group grew straight with no leaning toward their light source.
All of the plants in the experimental group grew at an angle leaning toward their light source.
Conclusion:
Plants left to their own will always grow toward their source of light, such as the Sun in
nature, to produce photosynthesis, even if this causes them to grow at an angle instead of
straight up and down.
3. The Scientific Method 3
Observation:
I had observed that employees who went through a structured training program retained
more of the knowledge then employees who were left to study the program on their own.
Question:
Does the structured program cause a higher understanding and retention of the material? Do
only certain types of people benefit from this type of teaching? Was allowing the employees
to study on their own producing better results?
Hypothesis:
Employees who use the structured program learn and comprehend more of the information.
Prediction:
If different types of people are trained using the structured training, they will all show a
higher retention and understanding of the training material.
Testing:
Employees were trained using the same material. Different personalities were used to rule
out only certain people benefit from the training. All variables were kept the same.
The control group:
This group of employees was given the training material and allowed to study it how they
saw fit and at their own pace.
The experimental group:
This group of employees was given the training material and followed a structured training
series with a set pace.
Replication:
Five employees were used in each group and three separate groups were used for the control
groups and for the experimental groups.
Data:
All of the employees in the control groups when tested on the training material scored lower
than those in the experimental groups. They also took longer to complete the training.
Conclusion:
Placing the employees in a structured training setting caused them to retain more of the
knowledge and understand it better. It also allowed them to complete the training in less time.
I have used this type of method several times throughout my life to solve problems in the
work place and in my own personal life. Earlier on, I did not realize that I was using any type
of established method in doing so. One of my employers brought it to my attention one day
while we were trying to solve a problem at work and I made a proposal as to how we could
4. The Scientific Method 4
test the efficiency and cost effectiveness of a program to determine if we should continue
using it or switch to a more costly way. It was similar to my above example.
References
http://biology.clc.uc.edu/courses/bio104/sci_meth.htm.
Retrieved on August 22, 2009.
