Procedure Of A Research Experiment

Procedure: Using distilled water, premeasured containers and objects determine displacement of fluids and density of objects. Use ice and heat measure temperatures in Celsius, Fahrenheit and Kelvin.

the accuracy and validity of her findings as other factors beside the independent variable could

Research design can be categorized into two sections including experimental and quasi-experimental research design ((Soy, 2015). In an experimental research design, the researcher needs to assign the subjects based on random selection. The subjects are assigned to particular groups for a different level of treatment. On the other hand, the quasi-experiment design suggests a process where the researcher avoids randomization, as the subjects are not selected randomly. The random assignment facilitates the researcher to control participant differences. On the contrary, it has a threat to internal validity of a particular research study (Kafle, 2013). Moreover, experimental research design does not guarantee regarding differences among participants. The researcher needs to maintain the differences while assuming a smaller sample size for the research analysis. In some cases, the researcher may match participants across control and treatment. With the involvement of experimental research design, the researcher treats each pair of participants as one virtual participant (Robson & McCartan, 2016).

Procedure: For starters, Optic Nerve I, which is used for vision was tested by performing various tests. 1.Visual acuity: -The control and experimental subjects were placed approximately 20 feet away from the chart placed on the wall. -Each subject was asked to read the various letters on the chart. The letters varied from size, starting from bigger letters down to smaller letters. -During this test, the subjects were tested with the glasses on and off.

To review the methodology in relation to the study, a substantially precise battery of neuropsychological tasks was used to compile the data for this article. The list of neuropsychological tasks was inclusive of the following assessments:

(INTRODUCTION) The scientific method is the procedure used to either ask or answer questions, the components of the scientific method include: observation; which is watching something that peaks your interest, then you must develop a hypothesis; this means that an individual has to make an educated guess for the observation, afterwards an individual must define a question; meaning answering the who, what, when, where and how, ( Simms). The reason for doing the experiment was to figure out through deviation and the class average from the data gathered if the pipette or the graduated cylinder would be able more accurate in measuring the volume of water. Before beginning the experiment my hypotheses was that if I weigh the water in the two different

Race and ethnic background also is not important to results; however, English speaking is preferred, as instructions will be given in English. Sample size will be 100 participants made of up 50 female and 50 male subjects. Recruitment will occur via email messages sent to college campuses with graduate programs throughout the United States. As there is an age cut-off, the invitation to participate in the study will be sent only to junior year students and beyond to ensure the age requirement is met. Graduate programs are a must to guarantee enough students at the schools are old enough to participate. Lastly, additional criteria will be required of the participants. Normal, non-corrected 20/20 vision is required. Also, participants cannot possess any other type of sensational deficit (e.g. no hearing, taste, touch, or smell impairments). As important as the participants are, I cannot carry out the experiment without the necessary materials.

Unlike positron emission tomography (PET), MEG does not involve anything entering the patient’s body. Minassian, Otsubo, Weiss, Elliott, Rutka and Snead (1999) used invasive EEG to determine the locations of epileptic spikes in 11 epileptic children. They found that MEG located the same abnormal discharges in 10 of the children. This suggests that MEG is a reliable source for localizing epileptiform sources, and so is more patient friendly procedure because patients do not require any incisions to access the brain surface like they do for invasive EEG. Invasive EEG is frequently used to aid surgery in epileptics, therefore MEG should be considered as a consistent, more comforting alternative that can assist surgery in epileptics. However, the importance in identifying epileptogenic responses is far greater than patient

FFR was used in a study to investigate the effects of selective attention on humans` primary auditory cortex area and thalamus. Increased response was observed at the fundamental frequency in comparison to that of the ignored vowel[5]. Few researchers study the effect of selective attention on the brainstems responses. In 1993 Ario and .et al has investigated the effects of selective attention on the click-ABR. He showed that selective attention modulates the response at the brainstem level less than that of the cortical level[6]. For the first time, in 2008 it has been stated that auditory selective attention causes activity in the inferior colliculus, which is in the brainstem. Auditory selective attention intensely activates neural activity in human`s auditory cortex. On the contrary, the role of the attention in subcortical auditory processing was not that much interesting. In this study, fMRI was used to investigate the activity of the inferior colliculus (IC) during the auditory selective attention procedure. Inferior colliculus lies in the auditory pathway with various internal and external

An auditory brainstem response is an electrical potential generated from the changes in neural activity when an acoustic stimulus is presented into the ear. Stimuli in the form of clicks, tonebursts or chirps are transmitted through a transducer and measured using surface electrodes positioned on the scalp. The elicited waveform response consists of 7 waves that occur within a period of 10ms after the presented stimuli. Each waveform peak is labeled from I-VII where each wave corresponds to a neural generator within the auditory pathway. Just like other auditory evoked potentials such as the middle-latency response, the response depends relatively on the pathological factors, non-pathological factors, acquisition parameters, stimulus parameters as well as the noise and interference. Consequently, this has meant that a great deal of research has been conducted into investigating these potential effects on the ABR, especially as it is commonly used in clinical practice such as for evaluating retrocochlear pathology, detecting permanent childhood hearing loss in newborn hearing screens and intraoperative monitoring during surgery. These findings usually influence the test conditions used in protocols and guidance for clinical practice. Whilst previous literature focus their experiments in order to find a significant difference in the ABR waveform, very few studies explore what these parameters and factors have on the quality aspect of the recording. This study will primarily

To begin the multiple experiments, volunteer undergraduate and graduate students were chosen from the Hebrew University. Each experiment lasted two hours and consisted of twelve subjects. While the subjects were shown photographs, they wore an electrode cap containing fourteen to twenty-eight electrodes referenced to the tip of the nose. The EEG recordings were ideal for this experiment because EEG provides high temporal resolution, but most importantly it is noninvasive. Furthermore, ERP recordings averaged the change in voltage at the scalp, and this allowed Bentin to link voltages to cognitive events. Recording began before the stimulus and a second after, then the epochs of the EEG were averaged to determine the mean ERP components. ANOVA was applied to statistically

You might be thinking why do we do experiments in science? Why not simply learn things and move on? But in true, science is all about experiments and in middle school we do lots and lots of experiments. For example, one experiment we performed is the pink string activity. In that experiment you have to get a rope and wrap it around you and your partner's hands and twist the string. By using teamwork and strategy you and your partner have to untwist the strings without taking the string off your wrist. It was really exciting to problem solve to try and untwist the string. Another experiment we did was Saving Sammy where you get a small container and put a Lifesaver gummy under the container and a gummy worm at the top. By only using a paperclip

It was determined using Madsen Itera with TDH-39 supra aural headphone transducer. The threshold seeking procedure used Cahart and Jerger (1959) recommendation, where descending method was used by presenting audible stimulus then decreasing the intensity until the subject stop responding. After that, the tester used the “10 dB down- and 5dB-up” approaches to get 2 out of 3 responses during the ascending approaches. 250 Hz, 500 Hz, 1000 Hz, 2000 Hz, 4000Hz and 8000 Hz were tested as the pure tone stimulus. Subject that has threshold 20dB and below was only accepted to proceed to the next session for evoked potential

The EEG was recorded from 64 electrodes under eyes, IO1, IO2, on the mid-line, Fp1, Fp2, AFz, Fz, Cz, CPz, Pz, POz, Oz, and Iz; on the left side, F9, F7, F5, F3, F1, FT7, FC5, FC3, FC1, T7, C5, C3, C1, TP9, TP7, CP5, CP3, CP1, P9, P7, P5, P3, P1, PO9, PO7, and O1; on the right, F2, F4, F6, F8, F10, FC2, FC4, FC6, FT8, C2, C4, C6, T8, CP2, CP4, CP6, TP8, TP10, P2, P4, P6, P8, P10, PO8, PO10, and O2; from the international 10-20 system (American Electroencephalographic Society, 1994). Individual sensors were adjusted until impedances were kept at 20 k. All electrodes referenced to FCz and the ground electrode applied from FCz. All channels were amplified with a bandpass of 10s-250Hz. Electrooculographic (EOG) recordings were measured with an electrode below the eyes (vertical EOG) and electrodes lateral to each eye (horizontal EOG).

Quantitative research design is the standard experimental method of most scientific disciplines. These experiments are sometimes referred to as true science, and use traditional mathematical and statistical means to measure results conclusively. They are most commonly used by physical scientists, although social sciences, education and economics have been known to use this type of research. It is the opposite of qualitative research. Quantitative experiments all use a standard format, with a few minor inter-disciplinary differences, of generating a hypothesis to be proved or disproved. This hypothesis must be provable by mathematical and statistical means, and is the basis around which the whole experiment is designed. Randomization of any study groups is essential, and a control group should be included, wherever possible. A sound quantitative design should only manipulate one variable at a time, or statistical analysis becomes cumbersome and open to question. Ideally, the research should be constructed in a manner that allows others to repeat the experiment and obtain similar results.