The scientific method commences with asking a query about something observed. For the scientific method to be correctly applied when asking a question, it should consist of some number or measurement. Observations used in the research of the mice were, is there a distinction in the weight for the mice that consumed diluted coffee compared to those that took water? Does the content of coffee concentration impact the level of blood sugar? There are a number of observations that were applied leading to this study. The next step in the scientific method is to do some background study (Cohen, et al, 2013). In the process, one assumes being a savvy scientist using the internet or library to acquire information for the purpose of minimizing mistakes. Another task involved is to construct a hypothesis, which is basically an educated guess about how issues are conducted. In this case, the hypothesis would be coffee alters the development of high blood pressure. An experiment should be used to depict if the hypothesis is correct or not.
The experiment design consists of a treatment group, control, group, independent and dependent variables. The control category involved the class of mice that were provided with water for drinking. This is a group that is used as a foundation for the experiment which means that it should not receive anything the treatment group receives. In other cases, a sugar pill may be used and in many cases, water is used in the placebo. The experimental or treatment category would be that of mice that consumed water with diluted coffee. The group is subjected to unscrupulous treatment for the purposes of the experiment (Cohen, et al, 2013). It is essential to note that the independent variable is what is applied changes between the categories whereas the dependent variable defines what is measured or what changes as an outcome of the experiment. This is the measurement of the heart rate between the mice provided with coffee and those not given. Researchers are then required to make an analysis of the data and draft conclusions.
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It is essential to check to ensure the data collected is correct. If the hypothesis is not specific, then the process must be started again. In the experiment, the coffee portrayed the impacts on the blood sugar on the mice. Conclusion of the experiment observes that the hypothesis should not be taken into account because the coffee has no effect (Cohen, et al, 2013). Fundamentally, disparity in the blood sugar was noted in the control category. As per the hypothesis, the coffee was added to the water to identify the effect it had on mice. Thus, this displays the manipulation of the water provided. The outcome was meant to either reject or approve the null hypothesis. Researchers are required too communicate the results in a display board or final report. Professional scientists typically do so by publishing their final report in scientific journals.
There could have been many biases in regards to this experiment for instance, it is not indicated if the mice were chosen and from the sample of how many. Notably, some of the biases can be avoided but not all. The biases may also manifest if the control variables are not precise by the research. One of the principal common biases is the design bias. This is often the case when the design is not does not have the aptitude to determine the valid issues within the study. The hypothesis is not involved in the problem, but rather recognized after the process. Another form of bias is the measurement bias that occurs when the study fails to control the impacts of the data measurements and collection (Cohen, et al, 2013). The experiment does not include the information collection methods, therefore opening way for various biases. The relevance of this form of experiment is to test if the mice could be impacted by coffee and if so, could this coffee avert high blood pressure. This may help since there are a lot of individuals with high blood pressure and diabetes. It is fundamental to find the cure of the disease to help people suffer less.
References
Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education . Routledge.
