name ______ class ______ date ______
topic 2 continued activity 2
5 what independent variable was tested?
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6 what confounding variables might influence the results?
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scenario 3
ronald and his classroom research group were conducting an experiment
to test people’s ability to touch their nose when their eyes were shut. they
were testing their hypothesis that males were more skilled at this task than
females. the group also had a theory that noise could alter a person’s
ability to carry out the task. they asked several classmates and teachers to
perform the task. sometimes, ronald or someone else in the research group
would whistle or shout while a person tried to do the task.
7 what dependent variable did ronald’s group identify?
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8 what independent variables can you identify?
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9 were the variables effectively manipulated? why or why not?
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10 how could you improve this experiment?
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Question

Accepted Answer

### Question 7
# Brief Explanations:
The dependent variable is what's measured in an experiment. Ronald's group tested people's ability to touch their nose with eyes shut, so this ability is the dependent variable (it depends on other factors like gender or noise).
# Answer:
People's ability to touch their nose when their eyes were shut

### Question 8
# Brief Explanations:
Independent variables are manipulated or tested. The group tested gender (males vs females) and noise (whistling/shouting vs no noise) as factors affecting the task, so these are independent variables.
# Answer:
1. Gender (male or female)
2. Presence or absence of noise (whistling/shouting or not)

### Question 9
# Brief Explanations:
For gender: They used males and females, so that's a clear manipulation. For noise: They sometimes added noise (whistling/shouting) but there's no clear control (e.g., consistent noise levels, random assignment). Also, small sample (classmates/teachers) and no standardization of task conditions (e.g., how eyes are shut, task timing) reduce effective manipulation. So variables aren't fully effectively manipulated due to lack of control over noise and task conditions, and small, non - random sample.
# Answer:
No, the variables were not effectively manipulated. For gender, while they used males and females, the sample (classmates and teachers) is small and non - random. For noise, the application of noise (whistling or shouting) was inconsistent and there was no control over factors like noise intensity or duration. Also, there were no standardized procedures for the task (e.g., how the participants shut their eyes, the time given to perform the task), which could affect the results and the manipulation of the variables.

### Question 10
# Brief Explanations:
To improve, we can: 1. Use a larger, random sample (not just classmates/teachers) to generalize results. 2. Standardize task procedures (e.g., same way to shut eyes, fixed time to attempt). 3. Control noise (e.g., use a sound machine for consistent volume/type). 4. Randomly assign participants to gender and noise groups to reduce bias. 5. Have a control group (no noise, for comparison) and experimental groups (with different noise levels).
# Answer:
1. Use a larger and randomly selected sample of participants (not just limited to classmates and teachers) to make the results more generalizable.
2. Standardize the procedure of the task, such as specifying the exact way to shut the eyes, the time allowed to complete the task, and the starting position of the hands.
3. Control the noise variable more precisely, for example, using a sound - generating device to produce consistent noise levels and types, and randomly assigning participants to noise - present and noise - absent groups.
4. Randomly assign participants to different gender and noise condition groups to reduce confounding variables.
5. Include a proper control group (e.g., participants who perform the task without any noise) for comparison.

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Explanation:

Question 7

Answer:

Question 8