An easy example of doing this is the Div. C experiment at Wright State (mixing baking soda with vinegar). My group's hypothesis was pretty simple: if you add more baking soda to a given amount of vinegar in a beaker, then you'll see a larger volume increase of a balloon that is covering the beaker. For this experiment, observations can be things such as: "volume of balloon increased quickly at first, and slowed down as the reaction progressed," "balloon expanded to point of being firm, stayed that way for ___ seconds," or just general observations about what happened in the experiment that aren't necessarily quantitative. Another good example is if you're doing chemical reactions, observations can be things like "precipitate formed," "solution turned into ___ color," and so on.For qualitative observations, how do you observations about results not directly related to the DV?
It could be something as arbitrary as "the parachute was made out of white tissues" or "we were standing next to a table". That usually works.Great, thank you!
But what if you were doing a physically experiment, like rolling a ball down a ramp or something with a parachute?
I'm not in Experimental Design, but I'm in 6th grade science, so... somewhat similar in terms of the experiments.But how is that about the results?
Okay. so as you know this is what the rubric says about qualitative observations:But how is that about the results?
Clearly DV observations fall under the first criterion and experimental errors under the second. Here's the thing: your results directly involving your experimental apparatus will all involve the DV, so you need to find indirect results resulting from the IV. For example, if you are doing a coordination experiment in which a subject is spinning and then has to do a task like throwing a ball, a direct result would be that the subject struggled with throwing the ball, and an indirect result would be that he or she reported a feeling of dizziness. (Use that with caution.) If you are doing a parachute experiment testing parachute size on drop time, then any differences in the type of paper could qualify depending on how you operationally define your IV (especially if you must use different parachutes for each level. Note that this would not fall under the second criterion because you would have specified in the procedure the necessity for n different parachutes, and that would not be a deviation.)g. Qualitative Observations (8 points)
_____ Observations about results given
_____ Observations about procedure/deviations
_____ Observations about results not directly relating to
_____ Observations given throughout the course of the
I'm not on this event, but from what our students have told me, at our state tournament the topic was turbulence and students were given balloons, string, paper, paperclips. That's all I remember from the materials.Anyone have any super-creative Exp Designs in recent tournaments that they would like to share? As a coach, I am running out of new ideas...
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