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Experimentation and Variables
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NASA Why? Files segment explaining how variations in circumstances can affect experimentation.
Hi, Dr. D. It looks like you fixed things up around here.
00:00:00
Hey, Geronimo.
00:00:03
Hey, Bernie.
00:00:04
Hi, Bernie.
00:00:05
You two look a lot happier than when I saw you last.
00:00:06
Don't they, Geronimo and Bernie?
00:00:08
We feel better now.
00:00:10
We might be getting closer to finding the stink.
00:00:11
Guess what?
00:00:14
We have an idea on how stink travels to the different cities.
00:00:15
We stood in a circle and sprayed something into the air.
00:00:19
And it reached our noses in exactly the same amount of time.
00:00:22
So, maybe the cities are located an equal distance apart from the stink.
00:00:26
What do you think of that, Dr. D.?
00:00:30
Pretty cool, huh?
00:00:32
Whoa, whoa, guys.
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Hold on.
00:00:34
You might be getting a little ahead of yourselves.
00:00:35
First of all, have you been careful at how you've experimented?
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We think so.
00:00:40
You're saying an equal distance apart?
00:00:42
Is there anything else in the clubhouse that smells?
00:00:44
Well...
00:00:46
The big question is, have you been careful to keep everything the same?
00:00:49
What are you talking about?
00:00:53
Think about your experiment carefully.
00:00:55
Remember, you must plan it and not simply jump into it feet first.
00:00:57
You've only tested this on the three of you.
00:01:03
This is not a true sampling.
00:01:05
You need to test it on a larger group.
00:01:07
Everyone's sense of smell is different.
00:01:09
We know Bernie has the best nose in town.
00:01:11
What about you, Geronimo?
00:01:14
You're right.
00:01:16
Bernie's got a great sniffer.
00:01:17
By getting back to your experiment,
00:01:18
more people will give you a truer picture of what you're looking at in your experiment.
00:01:20
Well, we could test this on our friends at school.
00:01:25
We have a lot of different sets of noses in our class.
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Let's go to school.
00:01:31
This will be great.
00:01:32
Thanks, Dr. D.
00:01:33
This is great.
00:01:38
We have enough kids to pull this off.
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We need to divide the class into groups of two.
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Excuse me.
00:01:44
Excuse me.
00:01:45
I have an idea.
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One group could actually do the experiment,
00:01:48
and the other group could time and record the data.
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Here are your stopwatches.
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Okay, let's get to it.
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You all need to stand in a circle.
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Everyone two meters from me and one meter from each other.
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Here's a meter stick.
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I'll be the measuring man.
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All you sniffers need to pair up with somebody with a stopwatch.
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And recorders, stand by.
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That looks good.
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Does it look good, Mrs. Mazzitis?
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It looks very good.
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I'll stand in the middle, and I'll spray the spray.
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When you smell it, raise your hand,
00:02:17
and your partner will push the stopwatch.
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Okay, let's go start the experiment.
00:02:22
Okay, recorders, what were your results?
00:02:41
I got 7.
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14.
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I have 15.
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This is really strange.
00:02:48
Really strange.
00:02:50
I thought the results would be the same.
00:02:51
I can't believe these numbers are different.
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They're all different.
00:02:55
I guess science isn't all that predictable.
00:02:57
I expect it to be like our other experiment,
00:03:00
where all the numbers were the same.
00:03:02
What do we do now?
00:03:05
I guess we go back and tell Dr. D.
00:03:06
Bye, everyone.
00:03:09
Thanks for all your help.
00:03:10
Bye.
00:03:12
Where is he?
00:03:14
Hello.
00:03:15
Dr. D., where are you?
00:03:16
Hold on.
00:03:17
Hold on.
00:03:18
I'm right here.
00:03:19
What's wrong?
00:03:20
You sound a little anxious.
00:03:21
You look a little windblown.
00:03:22
Well, we thought we knew the answer.
00:03:23
Our experiment at the tree house
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showed that snow moved at the same rate of speed.
00:03:27
But at school, it sure was different.
00:03:30
Let's talk about the test conditions.
00:03:32
Were they all the same?
00:03:34
Well, the windows were shut,
00:03:35
and the fans and A.C. were both off.
00:03:37
I was the measure man.
00:03:40
I know all our friends.
00:03:41
Why were they standing equal distance from each other?
00:03:43
I have an idea.
00:03:46
Did you watch everyone and how they smelled the air spray?
00:03:47
Did they breathe normally or take a big sniff like this?
00:03:50
I know George had a cold.
00:03:54
You can't always control the situation.
00:03:56
There might be variations in sensitivity
00:03:58
or how your friends smelled the air spray.
00:04:00
Look at the data you've collected.
00:04:02
We may want to ignore the 45 and the 20,
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because as you can see,
00:04:06
they're pretty far away from the other numbers in the group.
00:04:07
These numbers can be mistakes in measuring
00:04:10
and might be misleading
00:04:12
when you're trying to make sense of your data.
00:04:13
If we look at the rest of the numbers,
00:04:15
they are very close,
00:04:17
but not the same because of variations like George's cold.
00:04:18
So, basically, we were right.
00:04:21
Smell does travel at the same rate of speed,
00:04:24
but different things influence it.
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Do certain things make smells move faster or slower?
00:04:29
I think you need to do some more investigating.
00:04:33
We know!
00:04:35
And more investigating.
00:04:36
We're never going to get on KSNN.
00:04:39
Hmm, what's that noise?
00:04:42
Oh, it's just the wind blowing.
00:04:45
It's nasty outside.
00:04:46
Hmm, I wonder.
00:04:48
Could this be one of our variables?
00:04:50
It could be.
00:04:52
I think you three need to do some more experimenting.
00:04:53
I have a gut feeling this could be the answer.
00:04:56
You may be right.
00:04:59
You have a lot of guts.
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I do not.
00:05:02
Too so!
00:05:03
Whatever!
00:05:04
- Valoración:
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- Idioma/s:
- Niveles educativos:
- ▼ Mostrar / ocultar niveles
- Nivel Intermedio
- Autor/es:
- NASA LaRC Office of Education
- Subido por:
- EducaMadrid
- Licencia:
- Reconocimiento - No comercial - Sin obra derivada
- Visualizaciones:
- 242
- Fecha:
- 28 de mayo de 2007 - 15:33
- Visibilidad:
- Público
- Enlace Relacionado:
- NASAs center for distance learning
- Duración:
- 05′ 07″
- Relación de aspecto:
- 4:3 Hasta 2009 fue el estándar utilizado en la televisión PAL; muchas pantallas de ordenador y televisores usan este estándar, erróneamente llamado cuadrado, cuando en la realidad es rectangular o wide.
- Resolución:
- 480x360 píxeles
- Tamaño:
- 30.75 MBytes