Scientific Enquiry

Independent variable

Dependent variable

Control variable

The result variable

Read all the instructions carefully

Write the conclusion

Mix all the chemicals together

Throw away the equipment list

To practice their handwriting

To keep a permanent record that others can check

Because they are not allowed to use computers

To hide their results from other scientists

A ruler

A measuring cylinder

A thermometer

A stopwatch

Throw the graph away and start a new topic

Increase the number of trials and check for control variables

Connect the dots with a very wiggly line

Only use the data points that fit the line you want

A list of the equipment used

A description of whether the results support the prediction

The names of all the people in the group

A drawing of the scientist

To ensure that any changes observed are caused only by the independent variable

To make the experiment faster

To make the investigation more difficult

To ensure that the hypothesis is always proven correct

To make sure the experiment stays within safe limits and provides enough data points to see a trend

To ensure the experiment uses as much equipment as possible

To make the results harder for other people to copy

Because you can only use even numbers in science

The mass of the skateboard

The angle of the slope

The time taken to reach the bottom of the slope

The length of the slope

To keep the battery of the phone from dying

Because the volume of the source is a control variable that affects the sound level measured outside

Because loud music will damage the soundproofing materials

So the neighbors are not disturbed

A hat

Safety goggles

A watch

Ear muffs

To let the thermometer cool down first

To allow the liquid inside the thermometer to stop moving and reach the same temperature

To make the substance change color

To allow the stopwatch to start

Kilograms

Newtons

Cubic centimeters ($cm^3$)

Degrees Celsius

Measure one student and guess the rest

Measure every student and calculate the mean

Measure the shortest student only

Look at the students and estimate

The recorded time will be longer than the actual time.

The recorded time will be shorter than the actual time.

The time will be exactly the same.

The pendulum will swing faster.

Kilogram ($kg$)

Milliliter ($ml$)

Newton ($N$)

Degree Celsius ($^{\circ}C$)

One paperclip might be too light for the balance to measure accurately.

It takes less time to weigh one hundred than to weigh one.

The balance only works if it has many items on it.

Paperclips change mass when they are alone.

$0.75\ mm$

$1.33\ mm$

$0.15\ mm$

$7.5\ mm$

$12.5\ cm$

$22.5\ cm$

$2.5\ cm$

$1.25\ cm$

It stays flat.

It curves upwards (convex).

It curves downwards (concave).

It disappears.

$20^{\circ}C$

$25^{\circ}C$

$26^{\circ}C$

$30^{\circ}C$

Because standard units are harder to learn

So that scientists all over the world can understand and compare results

Because 'cups' are only for cooking

Because 'hand-spans' are too large

Find the number that appears most often

Find the largest number

Find the smallest number

Calculate the average

The middle value

The most common value

The difference between the highest and lowest values

The sum of all the values

The highest value recorded

The lowest value recorded

The pattern or direction in which the data is moving

The total number of data points collected

Kilometers per hour ($km/h$)

Meters per second ($m/s$)

Centimeters per second ($cm/s$)

Miles per hour ($mph$)

Throw the data away immediately

Check the equipment and the method for errors

Change their hypothesis to match the result

Tell everyone they have made a new discovery

The experiment was a total failure.

There is a systematic error, or the relationship doesn't start at zero (e.g., initial height of a plant).

The student should have used a bar chart instead.

The x-axis was labeled incorrectly.

The rate of change is slower for the steeper line.

The rate of change is faster for the steeper line.

There is no change occurring in the steeper line.

The steeper line has more anomalies.

$12\text{ml}$

$15\text{ml}$

$25\text{ml}$

$5\text{ml}$

It is very inconsistent

It is reliable because the results are very similar

It is wrong because the numbers are not all the same

It is not evidence

Evaluating

Predicting

Guessing

Ignoring

It is cheaper to buy 100 seeds

It makes the results more representative and the evidence stronger

It takes less space to grow 100 seeds

The seeds will grow faster if they are together

The results are all exactly the same

There is a regular connection between the variables

The experiment was a failure

You need to start again

To make the data table look longer

To provide a baseline for evaluating the actual change that occurs

Because zero is a lucky number in science

To practice using the equipment

$2\text{ cm}$

$4\text{ cm}$

$12\text{ cm}$

$8\text{ cm}$

Repeat the experiment using the exact same conditions again

Test the experiment under different conditions to see if the pattern still holds

Stop experimenting and write a book

Ask a friend if they like the pattern

Changing the theory when new evidence is found.

Using repeatable experiments to test ideas.

Claiming that the results cannot be tested or disproven by anyone else.

Publishing data in a peer-reviewed journal.

The scientist who measured 5 trees because it was faster.

The scientist who measured 1,000 trees because a larger sample size reduces the impact of individual variations.

Both are equally reliable because they are in the same forest.

Neither is reliable because trees grow too slowly to measure.

To make sure the scientist is popular.

To prevent any new ideas from being published.

To ensure the experimental methods and conclusions meet high scientific standards.

To check for spelling and grammar mistakes only.