ez 2pg biology Homework 9th grade

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Hi Dear,Please find the attached file. Solved completely.Thanks

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Please find attachment. Read this well and use it to enhance as well as develop your understanding and knowledge about the given assignment. If you have any queries feel free to send me a message. Thanks
BEST OF LUCK :)
regards,Dr. Charles Kennedy (expertsolution)

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scenario 1:
using your scientific method mini notes, read each scenario below and identify the parts of each scenarioscenario:maggie read that some plants grow better if the soil is acidic. she can't believe that a plant can grow when exposed to acid. maggie decides to test if the plant she has will grow better when acids are added to the soil. she puts potting soil in two planting containers and transplants two of her geraniums that seem about the same size into the pots. she puts the pot in the same location so that they both get the same sunlight each day and are at the same temperature and she makes sure they get the same amount of water. however, maggie puts a tablespoon of vinegar in the water she gives to one of the plants. she measures the growth of the plants every week for five weeks and records the results in a data table below
week | height of plant in containers with vinegar(cm) |height of plants in container without vinegar(cm)|
1      |10.0|  10.0 |2      |12.4|  11.5 | 3      |14.8|  13.0 | 4      |18.0|  15.7 | 5      |21.4|  17.8 | 
hypothesis: maggie hypothesizes that her plants will experience enhanced growth when exposed to acidic conditions, as indicated by the addition of vinegar to the water for one of the plants. 
independent variable: presence of vinegar in the water.control group: the plants in maggie's experiment that are put in the container without any vinegar added to the water make up the control group. maggie can evaluate the plants' natural growth without the impact of the independent variable (vinegar in the water) by using this group as a baseline for comparison. the control group aids in determining if any changes seen in the experimental group (vinegar-soaked plants) are because of the variable that was changed or because of other outside influences.experimental group: the geranium plants that receive vinegar added to the water make up the experimental group in maggie's experiment. in particular, maggie puts the geraniums in one of the planting containers&mdash;which are filled with potting soil&mdash;a tablespoon of vinegar along with their water. maggie is examining whether adding acid (vinegar) to the soil affects the height of the geranium plants, so this group is meant to evaluate the impact of acidic conditions on plant growth.
constants : type of soil:
maggie fills two pots with the same kind of potting soil. this guarantees that variations in the composition of the soil are not being evaluated, but rather the presence of vinegar in the water.plant type (geraniums):
maggie places two identically sized geraniums into each container. by using the same kind of plant, it is ensured that any growth changes that are noticed are due to the vinegar's presence or absence rather than differences in the species of the plant.type of data collected: quantitative or qualitative? (circle one) : numeric measurements used for analysis.sample size (number of participants/test subjects): since maggie is transplanting two geranium plants and keeping an eye on their growth during the experiment, the sample size in this scenario is two.
scenario 2marcus saw a news story that wearing facial masks helps prevent the spread of bacteria when coughing and sneezing. he is not convinced by the news and wants to test the claim using petri dishes containing the nutrients necessary for bacterial growth. marcus thinks that if masks are worn there will be no difference in the amount of bacteria growing on each petri dish. he asks 10 of his biology classmates to participate in the experiment. they are 15 years old have the same class schedule and all begin the experiment with no fever cough or flu-like symptoms half of the students wear masks and half do not. each masked/ unmasked student coughs onto a petri dish, which is covered and monitored for bacterial growth for 10 days. marcus records the result in the data table below.
amount of bacterial growth after 10 daysmasked students    |   unmasked students 
none               |   alot
none               |   alot
some               |   some
none               |   some some               |   alot
hypothesis:after 10 days of coughing onto the petri dishes, marcus predicts that there won't be a discernible difference in the amount of bacterial growth between the veiled and unmasked students' dishes.independent variable : the independent variable in this experiment is whether the students wear facial masks or not.
dependent variable:the "amount of bacterial growth after 10 days" noted on the petri plates is the scenario's dependent variable.control group: students without masks.marcus receives assistance from this group in comparing the bacterial growth of kids wearing masks vs those who do not. the masked pupils are evaluated against the unmasked students, who serve as the reference point or control condition.
experimental group: the students who participated in the experiment while wearing masks are the experimental group in the data provided. the experimental group's data about the amount of bacterial growth after 10 days is shown in the column labeled "masked students".
constants :participants' age and state of health:at the onset of the investigation, none of the 15-year-old individuals had any fever, cough, or flu-like symptoms. this guarantees that each participant's health state is consistent.timetable of classes: because all participants follow the same class schedule, the experiment is not impacted by outside variables such as varying daily activities or exposures.type of data collected: quantitative or qualitative? (circle one) : qualitative.the scenario's data collection is descriptive and categorical, showing whether bacterial growth is present or not. there are no numerical measures involved. it is regarded as qualitative data as a result.
sample size (number of participants/test subjects):there are ten samples. marcus conducts an experiment with ten of his biology classmates to verify the efficiency of masks in stopping the spread of bacteria.
scenario 3:
mr. lehman wanted to know whether or not his students would do better on a quiz if he promised them candy. he went to the library and did several studies about the effect of giving food to lab animals. he found out that if animals were given food as a reward for doing something they usually did better the more reward they were given. he guessed that the more candy that his students were promised the better they would do on the quiz. he had all of his classes participate in the experiment. they were all in the same age group. each group had the same amount of boys and girls, they were all given the same quiz, they were all the same age and same ability and they all came from the same background. the first group was not promised any candy if they did well on the quiz. the second group was promised 2 candy bars if they did well on the quiz. the third group was promised 2 candy bars if they did well on the quiz. fourth group was promised 3 candy bars if they did well on the quiz. group 1 got an average of 70% on the quiz. group 2 got an average of 80%. group 3 got 90%average. group 4 got a 95% average on the quiz. mr. lehman then decided that the more candy a group was promised the better they did on quizzes. he then repeated the experiment with different students
hypothesis :students will perform better on quizzes if they are given additional candy as a reward for finishing successfully. based on studies with lab animals, where more rewards were linked to improved performance, mr. lehman came up with the concept. in this instance, it is anticipated that the groups' average quiz scores will rise in proportion to the number of candy bars promised.
independent variable:this scenario's independent variable is the "amount of candy promised." mr. lehman manipulates it in order to determine whether the amount of candy promised and the pupils' quiz scores are related.control group:group 1, the first group that was not guaranteed any candy if they performed well on the quiz, would be the control group in the example situation. the other groups (the experimental groups) are measured against the control group, which acts as a reference point. evaluating if the introduction of varying quantities of promised candy has a noteworthy impact on quiz performance is helpful.experimental group:1. the first experimental group   - description: no candy was offered to the group.   - averaged 70% on the quiz
2. group 2 of the experiment:   - summary: should the group perform well on the quiz, they would receive two candy bars.   - 80% on average for the quiz
3. group of experiments 3:   - summary: should the group perform well on the quiz, they would receive two candy bars.   - 90% on average for the quiz
4. group 4 for the experiment.   - summary: if the group performed well on the quiz, they would receive three candy bars.   - 95% on average on the quiz
each of these groups represents a different degree of promised candy as the independent variable, and their quiz scores serve as the dependent variable to examine the impact of the promised reward on quiz performance.
constants: age range:
every student involved in the trial falls into the same age range.distribution of gender:
there are the same number of boys and girls in each category.test:
the same quiz was given to each group.context:
every set of students shares a common background.proficiency level:
every group has the same degree of skill.
type of data collected: quantitative or qualitative? (circle one): quantitative data: numeric results from candy-incentive quiz experiment.
sample size (number of participants/test subjects): first group:
regarding sample size, no details are given.group 2:
regarding sample size, no details are given.third group:
regarding sample size, no details are given.group 4:
regarding sample size, no details are given.the sample size for each group is uncertain because the scenario doesn't say how many people are in each group. the total number of students participating in the experiment across all groups would be the sample size; this information is not included in the scenario that is supplied.

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ez 2pg biology Homework 9th grade

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