Mr. Hamm
Boyceville High School Science Department
Boyceville, WI
Is there a “Scientific Method?”
 NO!!!
 Simply a loosely-bound set of rules/methods to ensure
proper experimental testing
 Rules/methods are consistent and fixed, but the
specifics may change from experiment to experiment
 Different experiments require different specifics but
the same general format
a. Statement of Problem (2 pts)
 Not a yes/no question
 How does…
 Must include independent & dependent variables
 How does the mass of a paper airplane affect its
flight time?
 Problem is clearly testable and written in a concise
manner
 How does the mass of a ball affect the time it takes
for it to fall from the ground when dropped from a
given height?
b. Hypothesis (4 pts)
 Statement predicts a relationship or trend
 If…then statements work best
 If the plane has a higher mass then it will fly for a
longer time
 Statement gives a specific direction to the prediction
 Take a stand…who cares if you are wrong!
 Consider the hypothesis above INSTEAD OF:

If the plane’s mass is changed then it will fly for a
different amount of time
b. Hypothesis (cntd)
 Prediction includes both independent & dependent
variables
 Mass of Plane, measured in grams: Independent
Variable
 Flight Time, measured in seconds: Dependent Variable
 Independent Variable: The variable that you change in
an experiment
 Dependent Variable: The variable that you measure in an
experiment (the variable that depends on the IV)
 A rationale is provided for the hypothesis
 The flight time for the plane will be longer if its mass is
increased because it has additional inertia.
c. Independent Variable (3 pts)
 Correctly identify the independent variable (the
variable that you change)
 Operationally identify the independent variable (how
is it changed in your experiment, how is it measured,
what are its units, etc.)
 State at least three levels of this variable
 A level is a specific value with unit
 Planes with a mass of 2 g, 4 g, 6 g
 Balls of mass 10 g, 20 g, 30 g
 Ramps of height 5 cm, 10 cm, 15 cm, 20 cm (4 levels)
c. Dependent Variable (3 pts)
 Correctly identify the dependent variable
 The variable that is being measured
 The variable that changes with respect to the
independent variable (depends on the IV)
 Operationally identify the dependent variable
 How is it measured in the experiment?
 Units? Tools to measure the DV?
 How is it used in the experiment?
c. Controlled Variables (4 pts)
 Controlled variables are other variables OTHER
THAN the independent or dependent variables that
are controlled (held constant) in an experiment
 The same style of plane is used
 The same type of paper is used
 The paper plane is released from the same height
 The plane is timed by the same person every time
 The plane is flown in the same location every time
 The plane is released by the same person every time
 Etc…
d. Experimental Control (2 pts)
 Standard of Comparison
 The value of the dependent variable when the
independent variable is minimized or absent,
whichever is more applicable
 NOT one of your levels of IV if possible
 Provide a reason for your selection of the Experimental
Control
 The experimental control is the flight time for a
paper plane of mass 5 g because that is the lightest
paper plane that can be made with these supplies.
e. Materials (3 pts)
 All materials used are listed (one material per line)
 No extra materials are listed
 Materials are listed by their proper name
 Material list is separate from the procedure
f. Procedure (6 points)
 Procedure a numbered list, when each additional step
on a new line
 1…..
 2…..
 3…..
 Etc..
 Procedure well organized, experiment can be
replicated completely from procedure
 Procedure in a logical sequence
 Diagrams used
 Evidence of repeated trials in procedure
g. Qualitative Observations (4 pts)
 Qualitative means quality-based, word-based
 Document observations about:
 The results


The heavier planes did seem to fly longer
The lighter planes flew for shorter durations of time
 The procedure and any deviations you needed
 The hallway was too narrow so the flights with the heavier
planes were moved outside
 The paper plane instructions in the procedure were detailed
enough to create a strong, durable plane
 Results not directly related to the DV
 The heavier planes tended to bank to the right
 The lighter planes were harder to fold
 Make observations throughout the experiment and report
writing exercise.
Quantitative Data (6 pts)
 All raw data is given with appropriate units
 The data table is condensed with only most important
data included (statistics in separate data table)
 Table is labeled properly, including proper units,
column headings, & row headings
 Example calculations given where applicable (not all
calculations, but at least one of each type)
 All data reported with proper number of Significant
Figures
h. Quantitative Data (cntd)
Mass of Plane (g) Trial 1 Time (sec)
Trial 2 Time (sec) Trial 3 Time (sec)
5 g (SOC)
0.82 sec
0.79 sec
0.94 sec
10. g
1.12 sec
1.15 sec
1.21 sec
15 g
1.33 sec
1.52 sec
2.85 sec
20. g
1.56 sec
1.78 sec
0.23 sec
Independent Variable (mass of plane) is included
Dependent Variable (flight time) is included
Standard of Comparison (SOC) is included
i. Graphs (6 pts)
 Appropriate type of graph used
 Usually a line graph or scatterplot with line of best fit
 Graph has descriptive and appropriate title
 Units included on graph where needed
 Appropriate scale used for graph for both axes
 Graph labeled properly for axes and series.
i. Graphs (cntd)
Flight Time of Paper Airplanes of Different Masses
Flight Time (sec)
3
y = 0.0352x + 0.835
2.5
2
1.5
1
0.5
0
0
5
10
Mass of Plane (g)
15
20
j. Statistics (6 pts)
 Create a separate data table for statistics
 Include average (mean, median or mode depending on
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data) and drawn in line of best fit
Include measure of variation (Range, IQR, Standard
Deviation)
Include Equation for Line of Best Fit (Regression
Analysis)
Include one other appropriate statistic based on data
Measure of Central Tendency – Mean, Median, Mode
Remember your sample calculations
k. Analysis & Interpretation of Data (4 pts)
 All data are interpreted and discussed
 The heavier planes flew for longer times
 The lighter planes flew for shorter times
 The planes were relatively consistent, with only a
couple of outliers
 Unusual data points (outliers) are commented on
 The long flight time for the 15 g plane was the result
of the timer forgetting to stop the timer
 The short time for the 20. g plane was a result of it
hitting the wall.
k. Analysis and Interpretation of Data (cntd)
 Trends in data explained and interpreted
 As the data shows, the heavier the plane, the higher
the flight time. This is supported by the positive
value for the slope of the line of best fit as well as
the increase in average flight times as the mass of
the plane increased
 Enough detail is given to understand the data without
even seeing the data table. All statements must be
supported by the data.
 As the data shows…
l. Possible Experimental Errors (3 pts)
 Possible reasons for the errors are given
 The heavy plane hit the wall because it was released at
the wrong angle
 The light plane didn’t fly well because it was hastily built
and wasn’t folded correctly
 Important info about data collection given
 The planes were launched in a hallway that wasn’t wide
enough, causing the planes to strike the walls often.
 Effect errors had on data discussed
 Since the planes hit the wall, this resulted in premature
landing and shorter flight times, causing the average to
be lower than expected and possibly clouding up the
identification of a trend.
m. Conclusion (4 pts)
 Hypothesis is re-stated
 If the plane has more mass as measured in grams,
then it will fly for a longer duration, measured in
seconds.
 Hypothesis is evaluated according to data
 According to the data, this hypothesis is supported
based on the slope of our line of best fit being
positive and the general increase in average flight
time as plane mass was increased.
m. Conclusion (cntd)
 Reasons to accept/reject hypothesis given
 Do NOT prove/disprove hypothesis
 Hypothesis is either supported or refuted by evidence,
causing you to either accept or reject your hypothesis.
 No middle ground on this…either accept it or reject it.
 All statements must be supported by the data
 As the data shows…
n. Applications and Recommendations for
Further Use (4 pts)
 Suggestions for improvement of specific experiment
 A wider hallway would result in fewer experimental
errors
 A wider range in the levels of the independent
variable would provide stronger evidence
 More trials are needed to obtain more evidence
 Suggestions for other ways to look at hypothesis given
 Was your justification wrong? If so, why?
 Can you look at the science behind the hypothesis
differently?
n. Applications and Recommendations for
Further Use (cntd)
 Suggestions for further experiments given
 Are there other variables to consider?
 Could you use the same supplies to check other
independent variables and if they also affect the
dependent variable?
 Does size of plane (surface area) affect flight time?
 Does length of plane affect flight time?
 Practical application(s) of experiment
 Longer duration means more lift, more
stability…maybe apply to commercial flight?