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Scientific Method - Contenido educativo

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Subido el 18 de julio de 2023 por Carlos L.

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Why are some kids sad? 00:00:00
What makes the wind blow? 00:00:03
How do birds fly? 00:00:05
Our world is full of curious phenomena. 00:00:07
To find answers or solve problems, 00:00:10
we can use a process, 00:00:13
which was first acknowledged 00:00:14
by the scientist and philosopher 00:00:16
Ibn al-Haytham in the 11th century. 00:00:18
Also known as al-Hazn, 00:00:21
he is considered to be the father of optics 00:00:23
and the scientific method. 00:00:26
There are six steps to it. 00:00:30
1. Observe and ask questions. 00:00:32
2. Research. 00:00:35
3. Formulate a hypothesis. 00:00:38
4. Test your hypothesis. 00:00:41
5. Conclude. 00:00:44
6. Share results. 00:00:46
The goal of the scientific method 00:00:48
is to find out the truth. 00:00:50
Let's try. 00:00:52
Step 1. Observe and question. 00:00:54
Observation helps us formulate 00:00:58
challenging questions 00:01:00
that you will be able to test. 00:01:01
A good question converts 00:01:03
the natural sense of wonder 00:01:05
into a focused line of investigation. 00:01:07
When is the best time to drive to school? 00:01:10
Which food is my dog's favorite? 00:01:13
For example, if you observe 00:01:15
that women smile more often than men, 00:01:17
you might ask, 00:01:20
why do women smile more often? 00:01:21
Step 2. Research. 00:01:24
Find out if other people have asked 00:01:27
the same or similar questions. 00:01:29
If you research online, 00:01:31
use search terms like study, research, 00:01:33
or meta-analysis, 00:01:36
which is a summary of research 00:01:38
for a specific topic. 00:01:40
Read as much as you can 00:01:42
about your particular subject 00:01:44
to see what you can find out about. 00:01:45
For example, research happiness 00:01:47
based on gender 00:01:49
or study the science of smiling 00:01:51
in different cultural contexts. 00:01:53
Step 3. Formulate a hypothesis. 00:01:57
A hypothesis is a theory 00:02:01
that you can test 00:02:03
to see if your prediction 00:02:04
is right or wrong. 00:02:05
From your observation, 00:02:07
you have noticed 00:02:08
that women smile more often 00:02:09
and that people who are smiling 00:02:11
seem to be happy. 00:02:12
From your research, 00:02:14
you know that there are 00:02:15
different types of smiles, 00:02:16
shy, genuine, and false. 00:02:18
In one paper, 00:02:21
you read that baby girls 00:02:22
smile more often than baby boys. 00:02:23
Here is a hypothesis. 00:02:26
Women smile more than men 00:02:28
because they are happier than men. 00:02:30
Step 4. Test your hypothesis. 00:02:34
When you test your hypothesis, 00:02:37
you want to make sure 00:02:39
to do this in a fair way 00:02:40
and that the conditions are constant. 00:02:42
For this hypothesis, 00:02:44
we can design a test 00:02:46
where an interviewer 00:02:47
talks with a set of men and women 00:02:48
for five minutes each, 00:02:50
counts how many times they smile, 00:02:52
and then asks each one 00:02:54
to rate their level of happiness. 00:02:55
To get a good sample 00:02:58
of the population, 00:02:59
we invite 300 women 00:03:00
and 300 men. 00:03:02
Seems like a good test, right? 00:03:04
But wait, 00:03:07
what if the interviewer is a woman 00:03:08
and men tend to smile more at women? 00:03:10
Or vice versa? 00:03:13
Or what if the topic discussed 00:03:14
is one that interests women 00:03:16
more than men? 00:03:17
And what if people 00:03:19
aren't reliable reporters 00:03:20
of their actual level of happiness? 00:03:22
So, clearly, 00:03:24
we would need to be much more careful. 00:03:25
Step 5. Analyze and conclude. 00:03:30
Let's assume 00:03:34
that you designed 00:03:35
a very careful experiment, 00:03:36
controlling for as many variables 00:03:37
as possible. 00:03:39
Now you can analyze the data 00:03:41
to see if your hypothesis 00:03:42
is correct or incorrect. 00:03:44
Depending on your findings, 00:03:46
you may want to change 00:03:48
your hypothesis 00:03:49
or change the design 00:03:50
of your testing. 00:03:51
Perhaps you have discovered 00:03:53
an even more interesting question. 00:03:54
This stage of the scientific method 00:03:57
can be repeated 00:03:59
as many times as necessary 00:04:00
until you find 00:04:01
just the right hypothesis 00:04:02
and test method 00:04:04
to find accurate results. 00:04:05
Step 6. Share the results. 00:04:09
When you are satisfied 00:04:12
that you have proven 00:04:13
or disproven 00:04:14
something important, 00:04:15
report your results. 00:04:16
In science, 00:04:18
it is important 00:04:19
to detail your methods 00:04:20
so that your peers 00:04:21
can review your work, 00:04:22
which is a critical step 00:04:24
to getting published. 00:04:25
If your results are solid, 00:04:27
your experiment can be repeated 00:04:28
by other scientists. 00:04:30
Such reproducibility 00:04:32
is a sign of good scientific work. 00:04:34
But failed results 00:04:36
can also be interesting. 00:04:38
An incorrect prediction 00:04:40
could prove to be important 00:04:41
and should always be reported. 00:04:43
To make sure 00:04:45
you get it completely right, 00:04:46
here are three more things 00:04:47
you can check 00:04:48
before you publish. 00:04:49
A. Any scientific theory 00:04:53
is falsifiable. 00:04:55
Real scientists know 00:04:57
that there is no such thing 00:04:59
as a scientific proof. 00:05:00
In other words, 00:05:02
you can never prove 00:05:03
your theory to be 00:05:04
100% right. 00:05:05
All you can do 00:05:07
is find a lot 00:05:08
of supporting evidence 00:05:09
that it could be correct. 00:05:10
Here is one example. 00:05:12
Say that someone says, 00:05:14
Hamsters can fly. 00:05:15
We cannot prove 00:05:17
that this is false. 00:05:18
Yes, we have never seen 00:05:20
a hamster fly, 00:05:21
but we can't test 00:05:22
all possible conditions 00:05:23
or look in all possible places 00:05:25
on the planet 00:05:26
to know that all hamsters 00:05:27
never fly. 00:05:28
Maybe a space hamster does. 00:05:30
So, while we can often prove 00:05:32
that a phenomenon exists, 00:05:34
it's much harder to prove 00:05:36
the non-existence of something. 00:05:37
If your theory can't possibly 00:05:39
be proven wrong, 00:05:41
then it's not falsifiable 00:05:42
and hence not scientific. 00:05:45
When you analyze your results, 00:05:53
it is important to separate 00:05:55
between two possible reasons, 00:05:56
correlation or causation. 00:05:58
Let's say you hear 00:06:01
that towns that have more churches 00:06:02
also have more bars. 00:06:04
Could it be that religion 00:06:07
makes people want to drink, 00:06:08
or that drinking helps people 00:06:10
to find God? 00:06:11
If you add more facts, 00:06:13
such as larger towns 00:06:14
have both more bars 00:06:16
and more churches, 00:06:17
you can see that 00:06:19
a larger population 00:06:20
is a more likely cause 00:06:21
of higher numbers 00:06:22
of bars and churches. 00:06:23
There is probably a correlation, 00:06:26
but no causation. 00:06:27
If we compare men with women 00:06:30
and would conclude 00:06:31
that women smile more 00:06:32
and are more happy, 00:06:33
then this still doesn't mean 00:06:35
that it's happiness 00:06:36
that makes them smile. 00:06:37
Maybe they just eat 00:06:39
more chocolate and cookies, 00:06:40
which makes them both happy 00:06:42
and smile a lot. 00:06:43
When you publish, 00:06:51
you've got to show 00:06:52
all relevant facts. 00:06:53
Colgate once ran 00:06:55
an advertising campaign 00:06:56
claiming that 80% of dentists 00:06:57
recommend Colgate. 00:07:00
What they didn't tell us 00:07:02
is that when they asked 00:07:03
dentists to select 00:07:04
their preferred toothpaste, 00:07:05
Colgate was just one 00:07:07
of many other brands 00:07:08
they also recommended. 00:07:09
Colgate was later sued 00:07:11
and forced to take down 00:07:13
their misleading ads. 00:07:14
The purpose of science 00:07:16
is always to find out 00:07:17
the truth and nothing 00:07:19
but the truth. 00:07:20
To use science to mislead us 00:07:22
is wrong and terrible 00:07:23
business practice. 00:07:25
Let's do a last example together. 00:07:28
I have two coins. 00:07:31
One is bigger. 00:07:32
Why? 00:07:34
The small coin says 1 cent, 00:07:35
the bigger one says 5. 00:07:37
Aha! 00:07:39
Small coins are worth 00:07:40
less money. 00:07:41
Bigger coins are worth 00:07:43
more money. 00:07:44
I pull some more coins 00:07:45
from my pocket. 00:07:46
Two more pennies, 00:07:48
one more nickel, 00:07:49
and a quarter dollar, 00:07:50
which is 25 cents. 00:07:52
Great! 00:07:54
My hypothesis seems true. 00:07:55
But wait. 00:07:57
Is the quarter worth more 00:07:58
because it is bigger? 00:08:00
So is that a correlation 00:08:02
or a causation? 00:08:03
Hmm. 00:08:05
My sample size is pretty small. 00:08:06
I don't think I am ready 00:08:08
to report my results. 00:08:09
Can you help out? 00:08:11
Please apply the scientific method 00:08:13
to study your local currency. 00:08:15
Maybe you have a hypothesis 00:08:17
that we can test 00:08:19
until we get solid, 00:08:20
repeatable results to report. 00:08:21
Please publish your findings 00:08:24
in the comments below. 00:08:25
Thanks for watching! 00:08:36
Idioma/s:
en
Idioma/s subtítulos:
en
Autor/es:
www.sproutsschools.com
Subido por:
Carlos L.
Licencia:
Dominio público
Visualizaciones:
14
Fecha:
18 de julio de 2023 - 0:21
Visibilidad:
Público
Centro:
CP INF-PRI JOSEP TARRADELLAS
Duración:
08′ 39″
Relación de aspecto:
1.78:1
Resolución:
1280x720 píxeles
Tamaño:
46.09 MBytes

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