the scientific method assignment

Lesson Plan: Scientific Method

"the scientific method in everyday life".

This scientific method interactive activity allows students to practice using the scientific method on things that happen to them every day. So when they actually need to use it for science class, it’ll be no sweat.

Objectives Students will: —Define the steps of the scientific method —Use the scientific method to create an experiment in their daily life.

Materials — Flocabulary Scientific Method Video — Scientific Method worksheet

Time 45 minutes in class, varying times to carry out experiments (allot at least an hour)

Sequence 1. Listen to Flocabulary’s scientific method song. Ask students to pay particular attention to the hook, which lays out the steps of the scientific method.

2. Review the scientific method steps as a class. When the song is complete you can click on lyrics to learn more. The steps of the scientific method are: 1. Ask a question. 2. Make a hypothesis. 3. Test the hypothesis with an experiment. 4. Analyze the results of the experiment. 5. Draw a conclusion. 6. Communicate results.

If this is the first time you're studying the scientific method, you can use the worksheet to fill in the steps of Galileo's experiment in the video.

3. Explain to students that they can use these steps to answer many questions in every day life. If they can ask the question, they can apply the scientific method to answer it. As a class, choose one of the questions from the list below (and definitely feel free to add your own questions–and add any good ones in the comments!). Follow the scientific method to answer the question. Then ask students to design their own experiment to answer another question from the list.

List of everyday questions to test scientifically:

—What is the fastest route from my house to school? —What breakfast gives you the most energy in gym class? —What is the most popular lunch option in the cafeteria? —What type of joke makes my little brother laugh the most? —What most annoys my best friend? —What time of day do I feel most awake? —What is the best baseball team in the league? (You could think about a baseball season as a prolonged set of experiments.) —When is the best time to go to the grocery store to avoid lines?

Here’s an example of how you could set up the first experiment:

Question: What is the fastest route to school? Hypothesis: Taking Main Street to Elm Street to avoid the light on Maple Avenue is the fastest route to school. Experiment: Drive to school at the same time each day at the same speed, taking a variety of routes. Make sure to include the hypothesis route. Record the time for each route. Analysis: Analyze the different route times, selecting the fastest. Conclusion: Determine whether your route hypothesis was correct. Discussion: Share the results of your test to help others get to school on time.

Extension Share experiment results. Talk about ways you might keep naturally experimenting in your daily life.

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Scientific Method: a set of steps and techniques scientists use to investigate and understand the physical and living world...  more

How to Introduce Students to the Scientific Method

Students, and sometimes even teachers, often think scientists only use the scientific method to answer science-related questions. In fact, you can apply the scientific method to almost any problem. The key is to use the elements (steps) to reduce bias and help come to a solution to the problem.

One Size Does Not Fit All

The scientific method is the standard in the laboratory, but don’t be fooled by the name. It is also used beyond the laboratory to solve everyday mysteries and problems.

The scientific method consists of a number of different steps , but the order in which we apply the steps can vary. Rather than focus on the order of the steps, students should see the scientific method as a tool that consists of elements they can use to solve problems and answer questions.

In fact, solving problems can lead students through the scientific method before they even realize it. We used this idea to design our Science Detectives Training Room game to help introduce the scientific method.

You can find more information on the game and how to implement it further down on this page. But first, let's look a bit into how exactly we're thinking about doing science more generally and how the scientific method fits into that.

One size does not fit all when it comes to doing science or solving everyday mysteries. Click the image for care.

While you can reorder the steps of the scientific method, it is important to apply all the steps to reduce the impact of personal bias. This is really the key function of the scientific method. The scientific method lays out a process that helps scientists come to a conclusion, but that conclusion is made more valid by virtue of the process scientists used to reach their conclusion. One of the real strengths of the scientific method is that its steps help users reduce the chance for error and personal bias, making the results of their experiments more trustworthy.

Steps Common to Versions of the Scientific Method

A quick Web search yields several different versions of the scientific method. Some have more steps, others have fewer steps. This can confuse students and teachers. Which one is correct? The short answer is most of them are correct.

The steps of the scientific method, no matter what sequence they are in (e.g., prediction before test, test before predictions) helps organize the thought processes and logic of resolving a problem or answering a question. But no matter which version of the scientific method someone uses, there will be some common steps:

• The search for alternative explanations
• Constant pressure to disprove even currently accepted hypotheses
• Capacity to modify or even drop a "favorite" hypothesis when too many exceptions become apparent (truth is relative to the available data)

Communicating What Is Learned

The scientific method also serves as an important template for communicating results and the logic behind them. This step is perhaps the most important step in the scientific method, yet it is often a step that is left out of models of the scientific method. If scientists don't share their results or talk about the processes they used to get those results, those results can't become part of our understanding of the world around us. It is, therefore, critical that "communicating results" is part of students' vision of the scientific method.

Science and the Scientific Method

Being involved in science and using the scientific method are not necessarily the same thing. It is possible to be involved in science without applying all the processes of the scientific method. The citizen science movement, which is a very powerful part of the science community, is a great example of this. Citizen scientists are ordinary folks who are involved with pieces of the scientific method, such as data collection.

For example, in the Monarch Monitoring Project, citizen scientists help count migrating monarch butterflies. Each year thousands of people from around the country spend time collecting critical butterfly census data. The Great Backyard Bird Count (GBBC) is another large citizen science project that relies on the help of people from around the country to collect bird data.

Collecting data is one part of the scientific method, and citizen scientists clearly “do science," but they have not applied all the parts of the scientific method. Students should understand that the scientific method is a process that results in a conclusion. Simply gathering data does not result in a conclusion; other steps are necessary.

Are You and Your Students Science Detectives?

Science Detectives Training Room is a fun way to teach students from elementary level to college about the scientific method. It is also a great way to build problem solving skills. Based on a popular "room escape" genre of online games, players enter a dark room and must work through a set of problems to escape.

Once the player escapes from the first room, they encounter a summary of the steps they took to escape and how those steps match the steps of the scientific method. At the end of the game the player can print out the results of their training room exercise for review. If used as an assignment, students can submit the printout to their instructor to show how they performed in the activity.

The game then connects to a follow-up game, The Case of the Mystery Images , which allows students to practice their new detective skills. They are shown a series of images that they have to make hypotheses about in order to progress through the game. They can also print out their work in this game.

Review First, Play Later, or Play First and Review Afterwards?

This is a question best answered by each teacher. Depending on the student or class, it might help to review the process involved in using the scientific method to solve problem. Previewing the game allows the student to experience what they have learned as they play the game. Other instructors, however, might choose to have students play the game first and then use the game summary printout as a tool for engaging students in a discussion of the process and parts of the scientific method, such as control, variables, and data. Either method is effective.

Time to Play

The average time to play the game is 5-7 minutes, depending on the grade level of the student.

Multiple Game Solutions

The game has multiple options that are randomly selected as the player enters the room. Players are unlikely to have the same experience if they play the game several times.

This is handy for instructors who want to have students play the game in a classroom laboratory. Each student is likely to have a slightly different experience.

Using the Final Report Option

In order to escape, a player will be presented an opportunity to print the output of their training. The final report is personalized and can be used as homework or as an extra credit opportunity.

Arizona Science Standards

Strand One: Inquiry process

Concept 1: Observations, Questions, and Hypotheses

• PO 1. (5) Formulate a relevant question through observations that can be tested by an investigation.
• PO 1. (6) Differentiate among a question, hypothesis, and prediction.
• PO 1. (7) Formulate questions based on observations that lead to the development of a hypothesis.
• PO 1. (8) Formulate questions based on observations that lead to the development of a hypothesis.
• PO 2. (5) Formulate predictions in the realm of science based on observed cause and effect relationships.
• PO 3. (7) Explain the role of a hypothesis in a scientific inquiry.

Concept 3: Analysis and Conclusions

• PO 2. (3) Construct reasonable interpretations of the collected data based on formulated questions.

Common Core Standards

• CCSS.ELA-LITERACY.RST.6-8.10. By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.

Read more about: Using the Scientific Method to Solve Mysteries

View citation, bibliographic details:.

• Article: For Teachers
• Author(s): CJ Kazilek and David Pearson
• Publisher: Arizona State University School of Life Sciences Ask A Biologist
• Site name: ASU - Ask A Biologist
• Date published: February 23, 2013
• Date accessed: September 16, 2024
• Link: https://askabiologist.asu.edu/teaching-scientific-method

CJ Kazilek and David Pearson. (2013, February 23). For Teachers. ASU - Ask A Biologist. Retrieved September 16, 2024 from https://askabiologist.asu.edu/teaching-scientific-method

Chicago Manual of Style

CJ Kazilek and David Pearson. "For Teachers". ASU - Ask A Biologist. 23 February, 2013. https://askabiologist.asu.edu/teaching-scientific-method

MLA 2017 Style

CJ Kazilek and David Pearson. "For Teachers". ASU - Ask A Biologist. 23 Feb 2013. ASU - Ask A Biologist, Web. 16 Sep 2024. https://askabiologist.asu.edu/teaching-scientific-method

Perfect for students and teachers. Science Detectives Training Room introduces the scientific method in a fun game format. Do you think you can escape?

Using the Scientific Method to Solve Mysteries

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scientific method

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• University of Nevada, Reno - College of Agriculture, Biotechnology and Natural Resources Extension - The Scientific Method
• World History Encyclopedia - Scientific Method
• LiveScience - What Is Science?
• Verywell Mind - Scientific Method Steps in Psychology Research
• WebMD - What is the Scientific Method?
• Chemistry LibreTexts - The Scientific Method
• National Center for Biotechnology Information - PubMed Central - Redefining the scientific method: as the use of sophisticated scientific methods that extend our mind
• Khan Academy - The scientific method
• Simply Psychology - What are the steps in the Scientific Method?
• Stanford Encyclopedia of Philosophy - Scientific Method

scientific method , mathematical and experimental technique employed in the sciences . More specifically, it is the technique used in the construction and testing of a scientific hypothesis .

The process of observing, asking questions, and seeking answers through tests and experiments is not unique to any one field of science. In fact, the scientific method is applied broadly in science, across many different fields. Many empirical sciences, especially the social sciences , use mathematical tools borrowed from probability theory and statistics , together with outgrowths of these, such as decision theory , game theory , utility theory, and operations research . Philosophers of science have addressed general methodological problems, such as the nature of scientific explanation and the justification of induction .

The scientific method is critical to the development of scientific theories , which explain empirical (experiential) laws in a scientifically rational manner. In a typical application of the scientific method, a researcher develops a hypothesis , tests it through various means, and then modifies the hypothesis on the basis of the outcome of the tests and experiments. The modified hypothesis is then retested, further modified, and tested again, until it becomes consistent with observed phenomena and testing outcomes. In this way, hypotheses serve as tools by which scientists gather data. From that data and the many different scientific investigations undertaken to explore hypotheses, scientists are able to develop broad general explanations, or scientific theories.

See also Mill’s methods ; hypothetico-deductive method .

1.2 The Scientific Methods

Section learning objectives.

By the end of this section, you will be able to do the following:

• Explain how the methods of science are used to make scientific discoveries
• Define a scientific model and describe examples of physical and mathematical models used in physics
• Compare and contrast hypothesis, theory, and law

Teacher Support

The learning objectives in this section will help your students master the following standards:

• (A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;
• (B) know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories;
• (C) know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed;
• (D) distinguish between scientific hypotheses and scientific theories.

Section Key Terms

[OL] Pre-assessment for this section could involve students sharing or writing down an anecdote about when they used the methods of science. Then, students could label their thought processes in their anecdote with the appropriate scientific methods. The class could also discuss their definitions of theory and law, both outside and within the context of science.

[OL] It should be noted and possibly mentioned that a scientist , as mentioned in this section, does not necessarily mean a trained scientist. It could be anyone using methods of science.

Scientific Methods

Scientists often plan and carry out investigations to answer questions about the universe around us. These investigations may lead to natural laws. Such laws are intrinsic to the universe, meaning that humans did not create them and cannot change them. We can only discover and understand them. Their discovery is a very human endeavor, with all the elements of mystery, imagination, struggle, triumph, and disappointment inherent in any creative effort. The cornerstone of discovering natural laws is observation. Science must describe the universe as it is, not as we imagine or wish it to be.

We all are curious to some extent. We look around, make generalizations, and try to understand what we see. For example, we look up and wonder whether one type of cloud signals an oncoming storm. As we become serious about exploring nature, we become more organized and formal in collecting and analyzing data. We attempt greater precision, perform controlled experiments (if we can), and write down ideas about how data may be organized. We then formulate models, theories, and laws based on the data we have collected, and communicate those results with others. This, in a nutshell, describes the scientific method that scientists employ to decide scientific issues on the basis of evidence from observation and experiment.

An investigation often begins with a scientist making an observation . The scientist observes a pattern or trend within the natural world. Observation may generate questions that the scientist wishes to answer. Next, the scientist may perform some research about the topic and devise a hypothesis . A hypothesis is a testable statement that describes how something in the natural world works. In essence, a hypothesis is an educated guess that explains something about an observation.

[OL] An educated guess is used throughout this section in describing a hypothesis to combat the tendency to think of a theory as an educated guess.

Scientists may test the hypothesis by performing an experiment . During an experiment, the scientist collects data that will help them learn about the phenomenon they are studying. Then the scientists analyze the results of the experiment (that is, the data), often using statistical, mathematical, and/or graphical methods. From the data analysis, they draw conclusions. They may conclude that their experiment either supports or rejects their hypothesis. If the hypothesis is supported, the scientist usually goes on to test another hypothesis related to the first. If their hypothesis is rejected, they will often then test a new and different hypothesis in their effort to learn more about whatever they are studying.

Scientific processes can be applied to many situations. Let’s say that you try to turn on your car, but it will not start. You have just made an observation! You ask yourself, "Why won’t my car start?" You can now use scientific processes to answer this question. First, you generate a hypothesis such as, "The car won’t start because it has no gasoline in the gas tank." To test this hypothesis, you put gasoline in the car and try to start it again. If the car starts, then your hypothesis is supported by the experiment. If the car does not start, then your hypothesis is rejected. You will then need to think up a new hypothesis to test such as, "My car won’t start because the fuel pump is broken." Hopefully, your investigations lead you to discover why the car won’t start and enable you to fix it.

A model is a representation of something that is often too difficult (or impossible) to study directly. Models can take the form of physical models, equations, computer programs, or simulations—computer graphics/animations. Models are tools that are especially useful in modern physics because they let us visualize phenomena that we normally cannot observe with our senses, such as very small objects or objects that move at high speeds. For example, we can understand the structure of an atom using models, without seeing an atom with our own eyes. Although images of single atoms are now possible, these images are extremely difficult to achieve and are only possible due to the success of our models. The existence of these images is a consequence rather than a source of our understanding of atoms. Models are always approximate, so they are simpler to consider than the real situation; the more complete a model is, the more complicated it must be. Models put the intangible or the extremely complex into human terms that we can visualize, discuss, and hypothesize about.

Scientific models are constructed based on the results of previous experiments. Even still, models often only describe a phenomenon partially or in a few limited situations. Some phenomena are so complex that they may be impossible to model them in their entirety, even using computers. An example is the electron cloud model of the atom in which electrons are moving around the atom’s center in distinct clouds ( Figure 1.12 ), that represent the likelihood of finding an electron in different places. This model helps us to visualize the structure of an atom. However, it does not show us exactly where an electron will be within its cloud at any one particular time.

As mentioned previously, physicists use a variety of models including equations, physical models, computer simulations, etc. For example, three-dimensional models are often commonly used in chemistry and physics to model molecules. Properties other than appearance or location are usually modelled using mathematics, where functions are used to show how these properties relate to one another. Processes such as the formation of a star or the planets, can also be modelled using computer simulations. Once a simulation is correctly programmed based on actual experimental data, the simulation can allow us to view processes that happened in the past or happen too quickly or slowly for us to observe directly. In addition, scientists can also run virtual experiments using computer-based models. In a model of planet formation, for example, the scientist could alter the amount or type of rocks present in space and see how it affects planet formation.

Scientists use models and experimental results to construct explanations of observations or design solutions to problems. For example, one way to make a car more fuel efficient is to reduce the friction or drag caused by air flowing around the moving car. This can be done by designing the body shape of the car to be more aerodynamic, such as by using rounded corners instead of sharp ones. Engineers can then construct physical models of the car body, place them in a wind tunnel, and examine the flow of air around the model. This can also be done mathematically in a computer simulation. The air flow pattern can be analyzed for regions smooth air flow and for eddies that indicate drag. The model of the car body may have to be altered slightly to produce the smoothest pattern of air flow (i.e., the least drag). The pattern with the least drag may be the solution to increasing fuel efficiency of the car. This solution might then be incorporated into the car design.

Using Models and the Scientific Processes

Be sure to secure loose items before opening the window or door.

In this activity, you will learn about scientific models by making a model of how air flows through your classroom or a room in your house.

• One room with at least one window or door that can be opened
• Work with a group of four, as directed by your teacher. Close all of the windows and doors in the room you are working in. Your teacher may assign you a specific window or door to study.
• Before opening any windows or doors, draw a to-scale diagram of your room. First, measure the length and width of your room using the tape measure. Then, transform the measurement using a scale that could fit on your paper, such as 5 centimeters = 1 meter.
• Your teacher will assign you a specific window or door to study air flow. On your diagram, add arrows showing your hypothesis (before opening any windows or doors) of how air will flow through the room when your assigned window or door is opened. Use pencil so that you can easily make changes to your diagram.
• On your diagram, mark four locations where you would like to test air flow in your room. To test for airflow, hold a strip of single ply tissue paper between the thumb and index finger. Note the direction that the paper moves when exposed to the airflow. Then, for each location, predict which way the paper will move if your air flow diagram is correct.
• Now, each member of your group will stand in one of the four selected areas. Each member will test the airflow Agree upon an approximate height at which everyone will hold their papers.
• When you teacher tells you to, open your assigned window and/or door. Each person should note the direction that their paper points immediately after the window or door was opened. Record your results on your diagram.
• Did the airflow test data support or refute the hypothetical model of air flow shown in your diagram? Why or why not? Correct your model based on your experimental evidence.
• With your group, discuss how accurate your model is. What limitations did it have? Write down the limitations that your group agreed upon.
• Yes, you could use your model to predict air flow through a new window. The earlier experiment of air flow would help you model the system more accurately.
• Yes, you could use your model to predict air flow through a new window. The earlier experiment of air flow is not useful for modeling the new system.
• No, you cannot model a system to predict the air flow through a new window. The earlier experiment of air flow would help you model the system more accurately.
• No, you cannot model a system to predict the air flow through a new window. The earlier experiment of air flow is not useful for modeling the new system.

This Snap Lab! has students construct a model of how air flows in their classroom. Each group of four students will create a model of air flow in their classroom using a scale drawing of the room. Then, the groups will test the validity of their model by placing weathervanes that they have constructed around the room and opening a window or door. By observing the weather vanes, students will see how air actually flows through the room from a specific window or door. Students will then correct their model based on their experimental evidence. The following material list is given per group:

• One room with at least one window or door that can be opened (An optimal configuration would be one window or door per group.)
• Several pieces of construction paper (at least four per group)
• Strips of single ply tissue paper
• One tape measure (long enough to measure the dimensions of the room)
• Group size can vary depending on the number of windows/doors available and the number of students in the class.
• The room dimensions could be provided by the teacher. Also, students may need a brief introduction in how to make a drawing to scale.
• This is another opportunity to discuss controlled experiments in terms of why the students should hold the strips of tissue paper at the same height and in the same way. One student could also serve as a control and stand far away from the window/door or in another area that will not receive air flow from the window/door.
• You will probably need to coordinate this when multiple windows or doors are used. Only one window or door should be opened at a time for best results. Between openings, allow a short period (5 minutes) when all windows and doors are closed, if possible.

Answers to the Grasp Check will vary, but the air flow in the new window or door should be based on what the students observed in their experiment.

Scientific Laws and Theories

A scientific law is a description of a pattern in nature that is true in all circumstances that have been studied. That is, physical laws are meant to be universal , meaning that they apply throughout the known universe. Laws are often also concise, whereas theories are more complicated. A law can be expressed in the form of a single sentence or mathematical equation. For example, Newton’s second law of motion , which relates the motion of an object to the force applied ( F ), the mass of the object ( m ), and the object’s acceleration ( a ), is simply stated using the equation

Scientific ideas and explanations that are true in many, but not all situations in the universe are usually called principles . An example is Pascal’s principle , which explains properties of liquids, but not solids or gases. However, the distinction between laws and principles is sometimes not carefully made in science.

A theory is an explanation for patterns in nature that is supported by much scientific evidence and verified multiple times by multiple researchers. While many people confuse theories with educated guesses or hypotheses, theories have withstood more rigorous testing and verification than hypotheses.

[OL] Explain to students that in informal, everyday English the word theory can be used to describe an idea that is possibly true but that has not been proven to be true. This use of the word theory often leads people to think that scientific theories are nothing more than educated guesses. This is not just a misconception among students, but among the general public as well.

As a closing idea about scientific processes, we want to point out that scientific laws and theories, even those that have been supported by experiments for centuries, can still be changed by new discoveries. This is especially true when new technologies emerge that allow us to observe things that were formerly unobservable. Imagine how viewing previously invisible objects with a microscope or viewing Earth for the first time from space may have instantly changed our scientific theories and laws! What discoveries still await us in the future? The constant retesting and perfecting of our scientific laws and theories allows our knowledge of nature to progress. For this reason, many scientists are reluctant to say that their studies prove anything. By saying support instead of prove , it keeps the door open for future discoveries, even if they won’t occur for centuries or even millennia.

[OL] With regard to scientists avoiding using the word prove , the general public knows that science has proven certain things such as that the heart pumps blood and the Earth is round. However, scientists should shy away from using prove because it is impossible to test every single instance and every set of conditions in a system to absolutely prove anything. Using support or similar terminology leaves the door open for further discovery.

Check Your Understanding

• Models are simpler to analyze.
• Models give more accurate results.
• Models provide more reliable predictions.
• Models do not require any computer calculations.
• They are the same.
• A hypothesis has been thoroughly tested and found to be true.
• A hypothesis is a tentative assumption based on what is already known.
• A hypothesis is a broad explanation firmly supported by evidence.
• A scientific model is a representation of something that can be easily studied directly. It is useful for studying things that can be easily analyzed by humans.
• A scientific model is a representation of something that is often too difficult to study directly. It is useful for studying a complex system or systems that humans cannot observe directly.
• A scientific model is a representation of scientific equipment. It is useful for studying working principles of scientific equipment.
• A scientific model is a representation of a laboratory where experiments are performed. It is useful for studying requirements needed inside the laboratory.
• The hypothesis must be validated by scientific experiments.
• The hypothesis must not include any physical quantity.
• The hypothesis must be a short and concise statement.
• The hypothesis must apply to all the situations in the universe.
• A scientific theory is an explanation of natural phenomena that is supported by evidence.
• A scientific theory is an explanation of natural phenomena without the support of evidence.
• A scientific theory is an educated guess about the natural phenomena occurring in nature.
• A scientific theory is an uneducated guess about natural phenomena occurring in nature.
• A hypothesis is an explanation of the natural world with experimental support, while a scientific theory is an educated guess about a natural phenomenon.
• A hypothesis is an educated guess about natural phenomenon, while a scientific theory is an explanation of natural world with experimental support.
• A hypothesis is experimental evidence of a natural phenomenon, while a scientific theory is an explanation of the natural world with experimental support.
• A hypothesis is an explanation of the natural world with experimental support, while a scientific theory is experimental evidence of a natural phenomenon.

Use the Check Your Understanding questions to assess students’ achievement of the section’s learning objectives. If students are struggling with a specific objective, the Check Your Understanding will help identify which objective and direct students to the relevant content.

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The Biology Corner

Biology Teaching Resources

Engaging Activities on the Scientific Method

Lab Safety and Equipment Use

Scientific Method Puzzle – a simple crossword puzzle to practice vocabulary of the scientific method

Lab Safety Contract – students sign this contract after learning about lab safety

Measure a Bean – basic lab on measurements and collecting data

Tools and Measurements – how to use various tools in the lab, such as a graduated cylinder, ruler, and beaker

Using a Micropipette – activity explores how to use a micropipette to measure small volumes

Lab Safety Cartoon 🔥- a fun activity showing a cartoon of unsafe activities in the lab

The Elephant Poem – a poem about how observations depend on the perspective of the observer

Equipment Station Lab – a station lab activity where students move through stations and perform tasks with scientific equipment

Significant Figures – practice with significant figures and calculations

Reinforcement: Scientific Processes – vocabulary practice, match words to their descriptions ( Key, TpT )

Stories and Scenarios

Variables with Simpsons 🔥- read stories involving characters from the Simpsons and determine the independent and dependent variables

Independent Variables – read a short sentence of science experiment and determine the variables

Beriberi and Penicillin – a short story on the discovery of penicillin and that Beriberi was caused by a vitamin deficiency

Discoveries in Science 🔥- focus on Pasteur’s experiment and other discoveries in science

The Martian and the Car – activity on life characteristics where students examine the traits of a car and determine if it is alive

Language of Science – focus on root terms to understand difficult scientific vocabulary

Logical Fallacies – activity on how reasoning works by focusing on specific logical fallacies

Units of Measurement – units matter! How many hands are on a horse?

Scientific Method Scenarios – activity where students are given a question and must design an experiment and identify variables

Asking Causal Questions – explore cause and effect with this flow chart experiment on water evaporation

Hands-On Activities

Scientific Method Experiments – a collection of short inquiry labs the focus on consumer science.  Students design and test their hypotheses

Fortune Telling Fish 🔥- Use the scientific method to determine what causes the fish the change when placed in the palm of the hand

Investigation:  What Are the Processes of Science – students design an experiment about lung capacity; requires spirometers , AP Biology

Sponge Capsules – quick lab using capsules and water (toys) to collect data on how fast the “animals” grow

Investigation – Heat Storage and Loss – Use a jar and different types of insulation to explore how heat is lost and which materials are better insulators ( Key, TpT )

Sponge Animals: Growing Insects – this lab grows sponge animals, graphs and calculates the growth rate (slope of line)

Plop Plop Fiz Fiz – measure the rate of dissolving in alka-seltzer tablets in both hot and cold water (a basic experiment for introducing the scientific method)

What Factors Affect How Quickly a Sweetart Dissolves – place candies in warm or cold water, add vinegar, etc.

Is Microwaved Water Harmful to Plants – use germinating seeds that have been soaked in distilled water and microwaved water

Water in Living Things – investigate how much water is stored in grass clippings

Gummi Bear Experiment – inquiry lab investigating the dissolving properties of gummi bears

Mystery Eggs – students use the scientific method to guess how many nails are hidden inside plastic eggs

Mystery Powder – containers with baking soda, corn starch, flour, sugar and salt. Students conduct tests to determine the contents.

Saving Sam 🔥- using paperclips rescue Sam, the gummy worm by putting a life preserver on him

Observation – opener lab, using the senses to investigate hardware items, then describe item

Pendulum Project – Inquiry based, experimental design and data analysis (physical science)

Penny Lab – conduct an experiment on surface tension,  water drops are added to a penny and compared with soapy water

Properties of Water – Investigation exploring cohesion, adhesion, heat capacity, presented as lab station activities

Carbon Dioxide Production – determine how activity changes the amount of CO2 expelled in breath

Making Slime – instructions for creating a polymer with glue and borax

Measuring Lung Capacity – graphing and data gathering using balloons to measure vital capacity

What is the Effect of Exercise on Heart Rate – aligned to NGSS, feedback mechanisms and homeostasis. Students design and conduct an experiment.

Investigation:  What Factors Effect the Heart Rate of Daphnia –  expose a tiny crustacean to ethanol and gather data on its heart rate

Investigation: What Factors Affect Seed Germination – simple experiment where students use beans and different variables (water, light, temperature)

Lab – Identify Controls and Variables – station lab where students perform tasks, like measuring the absorbency of paper towels.

Can Crickets Tell the Temperature?  – change the temperature and count the number of chirps (virtual lab)

Analyzing and Graphing Data

Analyzing Data – make and interpret graphs, summarize data trends

Graphing Data – Flow Rates  – graph the flow rate of liquids in a pipe, simple plot and draw two lines

Graphing Practice – given data sets, such as video games scores and shirt colors, students create line and bar graphs, activity paired with growing sponge animals while students wait on results

Interpreting Graphs and English Usage – simple graph showing tadpoles, this is more of a vocabulary lesson on words used to interpret graphs, such as fluctuate, decline, stabilize…

Data Collection is Fun(gi) – use notes gathered in a field journal to create a data table to organize information about fungi and graph the relationship between fruiting body size and number.

Interpreting Graphs – shows a pie chart with grades, a scatter plot, and a few line graphs with questions to answer about each.

Microscope Use

How to Use a Microscope – basic guidelines, tips and troubleshooting for the classroom light microscope | Presentation

Label a Microscope – image of a basic classroom microscope for students to label parts Microscope Coloring  – learn the parts of the microscope by coloring

Microscope “E” Lab – use a microscope to examine the letter “e” and learn how to focus

Virtual Microscope Lab – uses an online virtual microscope, students can actually focus and adjust light using the simulator

Microscope Lab (advanced)  – for AP Biology

Lab Reports

Lab Report Template & Rubric

Scientific Method Flowchart – this flow chart can be used for any experimental design.  Students organize their experiment, identify the controls and variables, collect data and draw conclusions.

What is the scientific method?

Published November 19, 2021. Updated December 13, 2021.

Time and again, scientists have utilized the scientific method to learn about the observable universe. The scientific method is an approach adopted by scientists to find rational solutions to problems under study. The scientific method forms the basis for the development of scientific theories, which essentially explain the observational (existential) laws in a scientific and logical manner. The scientific method ensures the precision, reliability, and validity of the research. The processes of observing, making testable predictions (hypotheses), experimental investigation and analysis, and developing theories are the components of the scientific method and are not confined to any one field of science.

Building blocks of the scientific method

As a researcher, it is important to understand that simply making an observation and providing an explanation for it without sufficient scientific data to back said explanation can result in theories that  may be proved to be incorrect in the long run. For example, the theory of heliocentrism (which claimed that the Sun revolves around the Earth) and the flat Earth theory have both been proven wrong as research which followed the principles of sound research demonstrated that the Earth revolves around the Sun and that the earth isn’t flat.

So how do you then test or verify your explanation for an observation? This can be achieved using the scientific method. The scientific method enables scientists to design and execute experiments, use data to reach conclusions, and analyze them in an organized and systematic manner.

Let’s have a look at the components of the scientific method:

1) Observation/ Define a question : Observing things prompts scientists to question why something is the way it is. This provides for a question (or problem) which they can investigate and look for ways to answer with their research.

2) Construct a hypothesis : A hypothesis, or a testable statement, can be formulated based on the observations and research of a scientist. The hypothesis enables the scientists to make a prediction as to the outcome of an investigation.

3) Test hypothesis with an experiment : The validity of a hypothesis can be proven only with evidence. Strategies such as observing the natural world, performing laboratory experiments, running simulations, or models can be used by scientists to gather data. Replication of data is ensured so that other scientists can assess their results.

4 ) Analyze the data : This component involves the organization of the data collected into tables or their representation as graphs and charts. This helps establish patterns and relationships between the variables of the hypothesis being tested.

5) Draw a conclusion : Based on generated data, the scientists assess if the evidence supports the hypothesis. If the results are do not support the hypothesis, they may propose an alternative explanation.

Successfully utilizing the scientific method

It is important to understand that simply knowing and implementing the elements of the scientific method a is not sufficient to ensure quality research. You need to make sure that the various components of the scientific method are sound enough to yield accurate and precise results, by minimizing errors in the different components of the scientific method. Let’s see how this can be done.

1) Frame a good question : A good scientific question is one whose answers can be obtained using direct observations or scientific tools. It needs to ask a specific question that can be answered and should attempt to eliminate bias or opinion.  In short, a good scientific question is measurable and controllable. For example:

Bad Question: Does eating fast food cause weight gain?

This question only affords a ‘yes’ or ‘no’ as an answer. It does not provide you with any quantifiable entity.

Good Question: How does the consumption of trans fat in food affect the health of a   person?

This question, being more specific while related to the same topic, helps you get detailed answers instead of vague opinions. It further requires you to collect data relevant to your study instead of just weights as in the example of the bad question.

2) Nature of hypothesis : A good hypothesis should be simple and testable, i.e., it should describe a relationship between variables that can be tested and validated. For example:

Bad Hypothesis: Some students get better grades than others on a math exam.

The above cannot be described as a hypothesis but only an observation. Further, it is not testable.

Good Hypothesis: Students who study more before a math exam gets better grades

This hypothesis establishes a relationship between the amount of studying before the test and the grade the student received. Therefore, the effect of changing the amount of study (independent variable) on the grade earned (dependent variable) can be tested.

3) Quality of experiment : Various factors influence the quality of an experiment. Some of them are listed below:

• Sample size : When the experiment is performed using a large sample, the hypothesis can be generalized, making it applicable to a larger population.
• Control experiment : A test experiment which is run keeping all variables constant and acts as a comparison standard for other similar experiments.
• Single independent variable : When testing a hypothesis, the effect of only one independent variable on the dependent variable should be considered. If two independent variables are altered simultaneously, the result obtained with respect to the dependent variable may be misleading or ambiguous since you may not know which of the two independent variables influenced the outcome.
• Bias : The experiment should be kept free from bias arising due to the views of the researcher as well as external factors such as climatic conditions (like temperature and pressure) or place and time of the study.

4) Reproducibility of data : Obtaining results which can be regenerated by other researchers is essential to a good scientific method as it imparts transparency to work conducted and allows other scientists to understand the work presented.

Data collection

Collection of data is vital to the scientific method irrespective of the field of research. It is the process of gathering and measuring information on study variables aiding you to answer questions and evaluate outcomes. Data collection is governed by a few aspects such as:

• Data Recording : Data can be recorded by multiple methods such as interviews, surveys, documents, and records, or by performing experiments in a lab.
• Data storage : Data can be stored in electronic or paper form.
• Data representation : Data should be represented in visual forms such as tables, graphs, or charts which can help in establishing trends and relationships between variables.
• a) Qualitative data : It is non-numerical data that focuses on natural phenomena such as thoughts, attitudes, preferences, opinions, quality, or characteristics. Such data is collected when you want to gain in-depth knowledge about a concept. Social sciences usually employ this kind of data. Food preferences of teenagers, type of plants in a neighborhood, and eye colors of a class of students are examples of qualitative data.
• b) Quantitative data : It is the numerical data obtained by measuring the aspects of the real world in quantifiable terms. Such data is collected when you want to test or validate a theory. Hard sciences such as chemistry, physics, and mathematics use quantitative data. Distance of planets from the Sun, height, and weight of a class of first-graders, or average rainfall in different states of a country are examples of quantitative data.
• Data accuracy and repeatability : Using reliable data sources and performing proper data analysis ensures data accuracy. Precision and reliability of results are obtained by data repeatability. Both these factors prevent the researcher from making misleading or incorrect conclusions.
• a) Inductive analysis : A set of empirical observations is used to seek a pattern in order to propose a theory. This method allows you to make broad generalizations.
• Peter, Michael and Robert like ice cream.
• They are students of a class.
• Therefore, all students of the class like ice cream.
• b) Deductive analysis : A theory is utilized to formulate a hypothesis that is tested by collecting and analyzing data. This method helps you to make specific logical conclusions. For example
• All students in the class like ice cream.
• Peter is a student in the class.
• Therefore, Peter likes ice cream.

Applying the scientific method in the real world

Now that you are familiar with the components of the scientific method, it would appear that with a little deliberation and observation, the problems of daily life provide a chance to use the scientific method. For example, a person notices a plant in their balcony with  leaves that are starting to turn yellow. How do they explain this observation?

Why do we need the scientific method?

One of the goals of scientists is to explain more and more observed phenomenon and to have confidence in their explanations. The scientific method provides them with an objective, standardized approach to investigate and research, and methods to present their data for evaluation and peer review. Adopting a scientific method enables scientists to achieve the goals of description, prediction, and explanation, which are essential to well-rounded research. Additionally, the scientific method aids scientists in attaining reproducibility and limits influences due to bias or the experimenter’s preconceived notions, leading to improved results.  Furthermore, the scientific method can be used to study all kinds of problems such as human behavior, medicine, biological organisms, chemical compounds, and even everyday problems. Hence, the scientific method ensures that everyone (students, chemists, biologists, geologists, marketing personnel, or office-goers) using it learns to think, apply knowledge, solve problems, and make logical decisions.

Key takeaways

• The scientific method provides an organized and structured approach to problem-solving by conducting experiments and analyzing results which help generate rational solutions.
• A good hypothesis should be falsifiable, e., it can either be proved or disproved by drawing a relation between two different variables.
• In order to receive fair and accurate results, the researcher should ensure all data is collected and analyzed, not just the data that support the hypothesis.
• Qualitative data, or non-numerical data, provides a deep understanding of a topic. Quantitative data, or numerical data, help in validating a theory and reaching a reasonable conclusion.
• Theories can be proposed using inductive analysis as it enables making broad generalizations. The deductive analysis allows making definite and rational conclusions.

Research Basics

For more details, visit these additional research guides .

Types of Research

• What is research
• What is the scientific method
• Scientific method observation
• Inductive and deductive reasoning
• What is empirical evidence
• Research methods
• Qualitative research design
• Quantitative research design
• Qualitative vs quantitative research
• Mixed methods research

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Scientific Method Steps in Psychology Research

Steps, Uses, and Key Terms

Verywell / Theresa Chiechi

How do researchers investigate psychological phenomena? They utilize a process known as the scientific method to study different aspects of how people think and behave.

When conducting research, the scientific method steps to follow are:

• Observe what you want to investigate
• Ask a research question and make predictions
• Test the hypothesis and collect data
• Examine the results and draw conclusions
• Report and share the results 

This process not only allows scientists to investigate and understand different psychological phenomena but also provides researchers and others a way to share and discuss the results of their studies.

Generally, there are five main steps in the scientific method, although some may break down this process into six or seven steps. An additional step in the process can also include developing new research questions based on your findings.

What Is the Scientific Method?

What is the scientific method and how is it used in psychology?

The scientific method consists of five steps. It is essentially a step-by-step process that researchers can follow to determine if there is some type of relationship between two or more variables.

By knowing the steps of the scientific method, you can better understand the process researchers go through to arrive at conclusions about human behavior.

Scientific Method Steps

While research studies can vary, these are the basic steps that psychologists and scientists use when investigating human behavior.

The following are the scientific method steps:

Step 1. Make an Observation

Before a researcher can begin, they must choose a topic to study. Once an area of interest has been chosen, the researchers must then conduct a thorough review of the existing literature on the subject. This review will provide valuable information about what has already been learned about the topic and what questions remain to be answered.

A literature review might involve looking at a considerable amount of written material from both books and academic journals dating back decades.

The relevant information collected by the researcher will be presented in the introduction section of the final published study results. This background material will also help the researcher with the first major step in conducting a psychology study: formulating a hypothesis.

Step 2. Ask a Question

Once a researcher has observed something and gained some background information on the topic, the next step is to ask a question. The researcher will form a hypothesis, which is an educated guess about the relationship between two or more variables

For example, a researcher might ask a question about the relationship between sleep and academic performance: Do students who get more sleep perform better on tests at school?

In order to formulate a good hypothesis, it is important to think about different questions you might have about a particular topic.

You should also consider how you could investigate the causes. Falsifiability is an important part of any valid hypothesis. In other words, if a hypothesis was false, there needs to be a way for scientists to demonstrate that it is false.

Step 3. Test Your Hypothesis and Collect Data

Once you have a solid hypothesis, the next step of the scientific method is to put this hunch to the test by collecting data. The exact methods used to investigate a hypothesis depend on exactly what is being studied. There are two basic forms of research that a psychologist might utilize: descriptive research or experimental research.

Descriptive research is typically used when it would be difficult or even impossible to manipulate the variables in question. Examples of descriptive research include case studies, naturalistic observation , and correlation studies. Phone surveys that are often used by marketers are one example of descriptive research.

Correlational studies are quite common in psychology research. While they do not allow researchers to determine cause-and-effect, they do make it possible to spot relationships between different variables and to measure the strength of those relationships. 

Experimental research is used to explore cause-and-effect relationships between two or more variables. This type of research involves systematically manipulating an independent variable and then measuring the effect that it has on a defined dependent variable .

One of the major advantages of this method is that it allows researchers to actually determine if changes in one variable actually cause changes in another.

While psychology experiments are often quite complex, a simple experiment is fairly basic but does allow researchers to determine cause-and-effect relationships between variables. Most simple experiments use a control group (those who do not receive the treatment) and an experimental group (those who do receive the treatment).

Step 4. Examine the Results and Draw Conclusions

Once a researcher has designed the study and collected the data, it is time to examine this information and draw conclusions about what has been found.  Using statistics , researchers can summarize the data, analyze the results, and draw conclusions based on this evidence.

So how does a researcher decide what the results of a study mean? Not only can statistical analysis support (or refute) the researcher’s hypothesis; it can also be used to determine if the findings are statistically significant.

When results are said to be statistically significant, it means that it is unlikely that these results are due to chance.

Based on these observations, researchers must then determine what the results mean. In some cases, an experiment will support a hypothesis, but in other cases, it will fail to support the hypothesis.

So what happens if the results of a psychology experiment do not support the researcher's hypothesis? Does this mean that the study was worthless?

Just because the findings fail to support the hypothesis does not mean that the research is not useful or informative. In fact, such research plays an important role in helping scientists develop new questions and hypotheses to explore in the future.

After conclusions have been drawn, the next step is to share the results with the rest of the scientific community. This is an important part of the process because it contributes to the overall knowledge base and can help other scientists find new research avenues to explore.

Step 5. Report the Results

The final step in a psychology study is to report the findings. This is often done by writing up a description of the study and publishing the article in an academic or professional journal. The results of psychological studies can be seen in peer-reviewed journals such as  Psychological Bulletin , the  Journal of Social Psychology ,  Developmental Psychology , and many others.

The structure of a journal article follows a specified format that has been outlined by the  American Psychological Association (APA) . In these articles, researchers:

• Provide a brief history and background on previous research
• Present their hypothesis
• Identify who participated in the study and how they were selected
• Provide operational definitions for each variable
• Describe the measures and procedures that were used to collect data
• Explain how the information collected was analyzed
• Discuss what the results mean

Why is such a detailed record of a psychological study so important? By clearly explaining the steps and procedures used throughout the study, other researchers can then replicate the results. The editorial process employed by academic and professional journals ensures that each article that is submitted undergoes a thorough peer review, which helps ensure that the study is scientifically sound.

Once published, the study becomes another piece of the existing puzzle of our knowledge base on that topic.

Before you begin exploring the scientific method steps, here's a review of some key terms and definitions that you should be familiar with:

• Falsifiable : The variables can be measured so that if a hypothesis is false, it can be proven false
• Hypothesis : An educated guess about the possible relationship between two or more variables
• Variable : A factor or element that can change in observable and measurable ways
• Operational definition : A full description of exactly how variables are defined, how they will be manipulated, and how they will be measured

Uses for the Scientific Method

The  goals of psychological studies  are to describe, explain, predict and perhaps influence mental processes or behaviors. In order to do this, psychologists utilize the scientific method to conduct psychological research. The scientific method is a set of principles and procedures that are used by researchers to develop questions, collect data, and reach conclusions.

Goals of Scientific Research in Psychology

Researchers seek not only to describe behaviors and explain why these behaviors occur; they also strive to create research that can be used to predict and even change human behavior.

Psychologists and other social scientists regularly propose explanations for human behavior. On a more informal level, people make judgments about the intentions, motivations , and actions of others on a daily basis.

While the everyday judgments we make about human behavior are subjective and anecdotal, researchers use the scientific method to study psychology in an objective and systematic way. The results of these studies are often reported in popular media, which leads many to wonder just how or why researchers arrived at the conclusions they did.

Examples of the Scientific Method

Now that you're familiar with the scientific method steps, it's useful to see how each step could work with a real-life example.

Say, for instance, that researchers set out to discover what the relationship is between psychotherapy and anxiety .

• Step 1. Make an observation : The researchers choose to focus their study on adults ages 25 to 40 with generalized anxiety disorder.
• Step 2. Ask a question : The question they want to answer in their study is: Do weekly psychotherapy sessions reduce symptoms in adults ages 25 to 40 with generalized anxiety disorder?
• Step 3. Test your hypothesis : Researchers collect data on participants' anxiety symptoms . They work with therapists to create a consistent program that all participants undergo. Group 1 may attend therapy once per week, whereas group 2 does not attend therapy.
• Step 4. Examine the results : Participants record their symptoms and any changes over a period of three months. After this period, people in group 1 report significant improvements in their anxiety symptoms, whereas those in group 2 report no significant changes.
• Step 5. Report the results : Researchers write a report that includes their hypothesis, information on participants, variables, procedure, and conclusions drawn from the study. In this case, they say that "Weekly therapy sessions are shown to reduce anxiety symptoms in adults ages 25 to 40."

Of course, there are many details that go into planning and executing a study such as this. But this general outline gives you an idea of how an idea is formulated and tested, and how researchers arrive at results using the scientific method.

Erol A. How to conduct scientific research ? Noro Psikiyatr Ars . 2017;54(2):97-98. doi:10.5152/npa.2017.0120102

University of Minnesota. Psychologists use the scientific method to guide their research .

Shaughnessy, JJ, Zechmeister, EB, & Zechmeister, JS. Research Methods In Psychology . New York: McGraw Hill Education; 2015.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."