How's it going class?
So, today we're talking about the scientific method.
Ooooh, fun stuff.
So.
Scientific method.  What is the scientific method?
The scientific method is a way of thinking.
It's a thought process that scientists go through,
and it helps us
get more in depth with our experiments
and properly communicate with one another
all long as we're writing it out.
So,
scientific method has a few parts:
The first thing in the scientific method
is always, it always starts with a question
right here
you're what
What are you doing?
What's the experiment you're testing?
That would be our "what?"
The second thing is our purpose.
Right there, our "why?"
Why are we doing this?  What is the point
of this experiment?
Why?
Third thing, is our hypothesis.
Our hypothesis.  What do we think will happen?
Now,
for a hypothesis to be considered scientific,
there must be a test for proving it wrong.
What does that mean?
That is not to say that the hypothesis has to be proved wrong,
it just means that there has to be a test that COULD prove it wrong.
So,
so to best explain that, I want to go through two different examples.
So,
a good example
of a hypothesis is, "nothing can travel faster than the speed of light."
Why is this a good hypothesis?
Well,
is there a test that could prove it wrong?
Yes.
You could send something faster than the speed of light.
That would prove that hypothesis incorrect.
So far we have not been able to do that.
Nothing has traveled faster than the speed of light.
Our second hypothesis here which is a bad example,
is,  "many people believe
the alignment of the planets in the sky determines the best
time for decision making."
Why is that a bad hypothesis?
You can't test it.  You can't prove it wrong.
There's no test you could do that could truly prove that
whatever decision that was made was the best decision
because you only get to make that decision once.
So you can't test it.  So it is a bad hypothesis.
So I hope we understand the difference because this is important.
The next step in the scientific method is the procedure right here.
Procedure.
How are we testing our hypothesis?
What steps are we gonna take?
It's important that you go into detail
because if you're ever trying to communicate your
results and your findings and how you obtained them
with another scientist, they should be able to replicate your
experiment exactly and that's all to do with your procedure.
Materials, I think, is pretty self explanatory. "What do we need?"
Uh, result.
"What were the results?"
So, this section, for results, is probably gonna include
a data table,
and a graph
so that you can visually represent your results
and post them in an accurate fashion.
And,  as long as we're graphing things,
it's easier to understand and look at trends that the data might have.
So graphing is very important.
Alright, and then we're left with our conclusion.
"What can we conclude based on our results?"
Something good to add:  Here in the conclusion section would be
"if things didn't go right, why?"
"Why didn't they go right?"  "What went wrong?"
I'd also like you to talk about, when going through this
"What are some possible sources of error?''
What could,  what would you have changed differently?
Both of those things.
Cool
So,
in class what we did was we went through notes
on an example
So if we were to
drop two different weighted balls at the same time from
the same height at the same time,
which would hit the ground first?
Well,
that's easy for our question then,
we say,
"Which ball will hit the ground first?"
And, if you wanted to be more in depth than that you could.
Go for it, not gonna complain there.
I don't want to write too much because I want to keep this video kind of short.
So a better question would be,
"If held at the same height,
which ball,
of different masses,
would hit the ground first?"
Alright.
So that's that one.
Second on here is our purpose, our "why?"
"Why are we doing this lab?"
"What's the reasoning behind it?"
So for this lab,
since we're dropping things, our purpose
(ah shoot)
could be, "to gain a better understanding
of gravity and how it affects different masses."
So that could be our purpose.
Now we're on to the tricky part, the hypothesis.
And for our hypothesis we want it to be bold.
We want to be stating an answer.
we want to do something,  we don't want to be asking another question
or making a suggestion.  We want to be answering.
So,
in this example when we drop two balls,
of different weights,
and we try to see which one hits the ground first,
our hypothesis
could be,
"the heavier ball will hit the ground first
That would be an example of  a hypothesis.
I would like you to go into why when you do it on your own
so, I'm just going to make a note of that.
So you see it, "why?"
Why?
Why are you doing?
Why is that your hypothesis
you know, why do you think
why do you believe that to be true based on stuff you know.
So,
procedure.
Our procedure, like I said
should be pretty in depth
you want
yep, you want, um
Sorry.
I zoned out.
You want people to be able to replicate it; people to be able to
look through your experiment and understand exactly what it is that you did.
So I want to erase these,
but I don't really know how.
Is there a trash can?  No?
Alright, we'll just throw them back up here I guess
"Which ball will hit the ground first?"
"Purpose"
that
So our procedure
for this case, our procedure is going to be rather simple
Right? We only have a few steps.
One,
"hold the balls at the same height."
Two would be,
"drop the balls at the same time"
Three,
would be,
"observe and record data."
Right?  So there was a quick little procedure.
This was a very simple experiment,
it only requires three steps.
So,
When you're... Ah, you already did the lab so,
There's our procedure.  What is next?
and it's frozen.
Oh, I see.
So, next,
Next we got our materials.  "What materials are we going to need?"
Well in this case,  all we need is two balls.
"At different weights" I should've put, but I'm going to leave it there.
And then our results,
Our results, we would draw a graph.
So,
This is our graph.   Ball
we have "ball A" and "ball B"
Going up here is time.
When we drop them what we're going to notice is they're
actually going to hit at the same time.
So our graph is going to look very, very similar
to
this.
where
you got
"Ball A," the time it took to fall,
is almost equal to the time it took for "Ball B" to fall.
So then you would go back and look at our hypothesis
Our hypothesis, in this case,
was that the heavier ball would hit first.
What we find is that that is actually not true.
They will hit at the same time.
So, "our hypothesis was incorrect."
Since we thought the heavier ball would hit first.
It was incorrect because, why?
Because, gravity is pulling at a constant rate.
That would be an example of a conclusion, and then you would go through
and I'd like you to
reflect on your lab, you know, talk about what you do differently
stuff like that, so.
That's pretty much it for today so, take care!
Bye!
