Water Quality vs. Fish Population

INSTRUCTIONS:
•On your own and without assistance, complete this Lab 1 Answer Form electronically and submit it via the Assignments Folder by the date listed on your Course Schedule (under Syllabus). •To conduct your laboratory exercises, use the Laboratory Manual that is available in the WebTycho classroom (Reserved Reading or provided by your instructor) or at the eScience Labs Student Portal. Laboratory exercises on your CD may not be updated. •Save your Lab 1 Answer Form in the following format: LastName_Lab1 (e.g., Smith_Lab1). •You should submit your document in a Word (.doc or .docx) or Rich Text Format (.rtf) for best compatibility.

Exercise 1: Data Interpretation
Table 1: Water Quality vs. Fish Population
Dissolved Oxygen024681012141618
Number of Fish Observed01310121315101213

1.What patterns do you observe based on the information in Table 1? The dissolved Oxygen has a constant increasing rate of 2 ppm. While the number of fish observed does not have a precise pattern besides 10-13 were repeated twice in the whole table.

2.Develop a hypothesis relating to the amount of dissolved oxygen measured in the water sample and the number of fish observed in the body of water. If the number of Dissolved oxygen increases then the number of fish observed increases as well.

3.What would your experimental approach be to test this hypothesis? To test the hypothesis you must first test out the increase in number of fish as it with the quantity of the dissolved oxygen. Also see if the experiment is repeatable and is accurate each time the experiment is conducted. 4.What are the independent and dependent variables?

The dependent variable is the number of fish observed. The independent variable is the dissolved oxygen.

5.What would be your control?
The control could be the water temperature.
6.What type of graph would be appropriate for this data set? Why?

A bar graph would be appropriate for this data set because it shows the compares the relationship between the number of fish observed increasing or decreasing as the quantity of the dissolved oxygen constantly increases.

7.Graph the data from Table 1: Water Quality vs. Fish Population (found at the beginning of this exercise). You may use Excel, then “Insert” the graph, or use another drawing program. You may also draw it neatly by hand and scan your drawing. If you choose this option, you must insert the scanned jpg image here.

8.Interpret the data from the graph made in Question 7.

The Bar Graph shows the relationship between the numbers of fish observed in depending on the dissolved oxygen. The graph also shows a pattern that the number of fish observes increases at a constant rate at first then drops back down to 10 when the dissolved oxygen is at 14 ppm. This might have occurred due to some changes in temperature or if the experiment has been compromised resulting in a somewhat inaccurate result.

Exercise 2: Testable Observations

Determine which of the following observations (A-J) could lead to a testable hypothesis. For those that are testable:
Write a hypothesis and null hypothesis
What would be your experimental approach?
What are the dependent and independent variables?
What is your control?
How will you collect your data?
How will you present your data (charts, graphs, types)?
How will you analyze your data?

1.When a plant is placed on a window sill, it grows three inches faster per day than when it is placed on a coffee table in the middle of the living room. Testable Hypothesis: If the plants are placed on a window sill, then it will grow three inches faster than when it is placed on a coffee table in the middle of the living room. Null hypothesis: If the plants are placed on a window sill, then it will grow at the same rate as when it is placed on a coffee table in the middle of the living room. Experimental Approach: Place the plant by the window sill and test to see if in fact the plant grows faster per day than the one placed on a coffee table in the middle of the living room. This experiment must be repeated to prove or disprove the hypothesis. Dependent and independent variables: The dependent variable is the plant placed on the window sill. The independent variable is the inches that the plant grows per day. Control: the control could be the plant’s sun exposure.

Collect: To collect data, one must observe the plant’s growth per day and record it accordingly for future reference. Present: to present the data, a line graph must be made to show the dependency of the growth of the plant in correlation to the plant. Analyze: analyze whether the data collected proves or disproves the hypothesis

2.The teller at the bank with brown hair and brown eyes and is taller than the other tellers. Not testable because there is not enough information.

3.When Sally eats healthy foods and exercises regularly, her blood pressure is 10 points lower than when she does not exercise and eats unhealthy foods. Testable
4.Hypothesis: If Sally eats healthy foods and exercises regularly, then her blood pressure is 10 points lower when she does not exercise and eats unhealthy foods.

Null Hypothesis: If Sally eats healthy foods and exercises regularly, then her blood pressure would remain the same as when she does not exercise and eats unhealthy foods. Experimental approach: To determine if Sally’s food intake and exercise or lack thereof affects her blood pressure, then her blood pressure must be taken both when she eats healthy and exercises and when she doesn’t. This is to find out if there is a significant difference in her blood pressure or if it is the same at both times. Dependent and independent variables: the dependent variable is her blood pressure. The independent variable would be Sally’s food intake and whether or not she exercises. Control: the control could be her changes in eating habits or the amount of time she exercises. Collect: To collect the data, she must write down the foods that she eats and the amount of exercises she performs.

She must do this all the same to be able to determine if the data is accurate and precise. Present: To present the data, a bar graph must be used to show the comparison between when she eats healthy foods and exercise regularly and for when she doesn’t eat healthy food and exercise. Analyze: If the hypothesis is proven to be true, then it means that her blood pressure has something to do with her eating habits and lifestyle.

5.The Italian restaurant across the street closes at 9 pm but the one two blocks away closes at 10 pm.
Not testable because a hypothesis cannot be formed with this information.

6.For the past two days the clouds have come out at 3 pm and it has started raining at 3:15 pm. Not testable because a hypothesis cannot be formed.

7.George did not sleep at all the night following the start of daylight savings. Not testable because of insufficient information.
Exercise 3: Conversion
For each of the following, convert each value into the designated units.
1.46,756,790 mg = 46 kg
2.5.6 hours = 20160 seconds
3.13.5 cm = 5.3150 inches
4.47 °C = 116.6 °F

Exercise 4: Accuracy and Precision
1.During gym class, four students decided to see if they could beat the norm of 45 sit-ups in a minute. The first student did 64 sit-ups, the second did 69, the third did 65, and the fourth did 67. 2. The average score for the 5th grade math test is 89.5. The top 4th graders took the test and scored 89, 93, 91 and 87. The information is precise. 2.Yesterday the temperature was 89 °F, tomorrow it’s supposed to be 88°F and the next day it’s supposed to be 90°F, even though the average for September is only 75°F degrees! The information is precise.

3.Four friends decided to go out and play horseshoes. They took a picture of their results shown to the right:

The information is both accurate and precise.

4.A local grocery store was holding a contest to see who could most closely guess the number of pennies that they had inside a large jar. The first six people guessed the numbers 735, 209, 390, 300, 1005 and 689. The grocery clerk said the jar actually contains 568 pennies. The information is neither precise nor accurate.

Exercise 5: Significant Digits and Scientific Notation
Part 1: Determine the number of significant digits in each number and write out the specific significant digits.
1.405000- there are 3 significant digits (405)
2. 0.0098- there are 2 significant digits (98)
3.39.999999- there are 8 significant digits (39.999999)
4.13.00- there are 4 significant digits (13.00)
5.80,000,089- there are 8 significant digits (80,000,089)
6.55,430.00- there are 7 significant digits (55,430.00)
7.0.000033- there are 2 significant digits (33)
8.620.03080- there are 7 significant digits (620.0308)

Part 2: Write the numbers below in scientific notation, incorporating what you know about significant digits.
1.70,000,000,000= .7 x 1011
2.0.000000048= 4.8 x 10-8
3.67,890,000= 678.9 x 105
4.70,500= 70.5 x 103
5.450,900,800= 450,900.8 x 103
6.0.009045= 9.045 x 10-3
7.0.023= 2.3 x 10-2