{"id":79,"date":"2021-01-25T00:52:49","date_gmt":"2021-01-25T00:52:49","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-hccc-generalscience\/?post_type=chapter&#038;p=79"},"modified":"2021-01-25T00:53:04","modified_gmt":"2021-01-25T00:53:04","slug":"2-experimentation-in-scientific-research","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-hccc-generalscience\/chapter\/2-experimentation-in-scientific-research\/","title":{"raw":"2. Experimentation in Scientific Research","rendered":"2. Experimentation in Scientific Research"},"content":{"raw":"<div class=\"article-introduction\">\r\n\r\nAnyone who has used a cellular phone knows that certain situations require a bit of research: If you suddenly find yourself in an area with poor phone reception, you might move a bit to the left or right, walk a few steps forward or back, or even hold the phone over your head to get a better signal. While the actions of a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/cell\/pop\">cell<\/a> phone user might seem obvious, the person seeking cell phone reception is actually performing a scientific experiment: consciously manipulating one component (the location of the cell phone) and observing the effect of that action on another component (the phone's reception). Scientific <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a> are obviously a bit more complicated, and generally involve more rigorous use of <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/control\/pop\">controls<\/a>, but they draw on the same type of reasoning that we use in many everyday situations. In fact, the earliest documented scientific experiments were devised to answer a very common everyday question: how vision works.\r\n\r\n<\/div>\r\n<section id=\"toc_1\" class=\"article-section\">\r\n<h2>A brief history of experimental methods<\/h2>\r\n<figure><a title=\"Alhazen\" href=\"https:\/\/www.visionlearning.com\/img\/library\/large_images\/image_3804.jpg\"> <img src=\"https:\/\/www.visionlearning.com\/img\/library\/modules\/mid150\/Image\/VLObject-3804-080915020912.jpg\" alt=\"Alhazen\" \/> <\/a><figcaption>Figure 1: Alhazen (965-ca.1039) as pictured on an Iraqi 10,000-dinar note<\/figcaption><\/figure>\r\nOne of the first ideas regarding how human vision works came from the Greek philosopher <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Empedocles\/pop\">Empedocles<\/a> around 450 <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/BCE\/pop\">BCE<\/a>. Empedocles reasoned that the Greek goddess Aphrodite had lit a fire in the human eye, and vision was possible because <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/light\/pop\">light<\/a> rays from this fire emanated from the eye, illuminating objects around us. While a number of people challenged this proposal, the idea that light radiated from the human eye proved surprisingly persistent until around 1,000 <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/CE\/pop\">CE<\/a>, when a Middle Eastern scientist advanced our knowledge of the nature of light and, in so doing, developed a new and more rigorous approach to scientific <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/research\/pop\">research<\/a>. Ab\u016b 'Al\u012b al-Hasan ibn al-Hasan ibn al-Haytham, also known as <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Alhazen\/pop\">Alhazen<\/a>, was born in 965 CE in the Arabian city of Basra in what is present-day Iraq. He began his scientific studies in physics, mathematics, and other sciences after reading the works of several Greek philosophers. One of Alhazen's most significant contributions was a seven-volume work on optics titled <em>Kitab al-Manazir<\/em> (later translated to Latin as <em>Opticae Thesaurus Alhazeni \u2013 Alhazen's Book of Optics<\/em>). Beyond the contributions this book made to the field of optics, it was a remarkable work in that it based conclusions on experimental <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/evidence\/pop\">evidence<\/a> rather than <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/abstract\/pop\">abstract<\/a> reasoning \u2013 the first major publication to do so. Alhazen's contributions have proved so significant that his likeness was immortalized on the 2003 10,000-dinar note issued by Iraq (Figure 1).\r\n\r\nAlhazen invested significant time studying <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/light\/pop\">light<\/a>, color, shadows, rainbows, and other <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/optical\/pop\">optical<\/a> phenomena. Among this work was a study in which he stood in a darkened room with a small hole in one wall. Outside of the room, he hung two lanterns at different heights. <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Alhazen\/pop\">Alhazen<\/a> observed that the light from each lantern illuminated a different spot in the room, and each lighted spot formed a direct line with the hole and one of the lanterns outside the room. He also found that covering a lantern caused the spot it illuminated to darken, and exposing the lantern caused the spot to reappear. Thus, Alhazen provided some of the first experimental <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/evidence\/pop\">evidence<\/a> that light does not emanate from the human eye but rather is emitted by certain objects (like lanterns) and travels from these objects in straight lines. Alhazen's <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiment<\/a> may seem simplistic today, but his <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/methodology\/pop\">methodology<\/a> was groundbreaking: He developed a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/hypothesis\/pop\">hypothesis<\/a> based on <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/observation\/pop\">observations<\/a> of physical relationships (that light comes from objects), and then designed an experiment to test that hypothesis. Despite the simplicity of the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/method\/pop\">method<\/a>, Alhazen's experiment was a critical step in refuting the long-standing <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/theory\/pop\">theory<\/a> that light emanated from the human eye, and it was a major event in the development of modern scientific <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/research\/pop\">research<\/a> methodology.\r\n<div class=\"comprehension-checkpoint\">\r\n<p class=\"leader\">Comprehension Checkpoint<\/p>\r\n<p class=\"question\">Why is Alhazen's work considered a major event in the development of modern scientific research methodology?<\/p>\r\n\r\n<form class=\"question\" name=\"cc5817\">\r\n<ul class=\"quiz-options\">\r\n \t<li class=\"option-a\"><label class=\"choice\" for=\"q1-5817-0-option-a\">He developed a hypothesis based on observations and then designed an experiment to test that hypothesis.<\/label><\/li>\r\n \t<li class=\"option-b\"><label class=\"choice\" for=\"q1-5817-1-option-b\">His research confirmed that light comes from the human eye.<\/label><\/li>\r\n<\/ul>\r\n<\/form><\/div>\r\n<\/section><section id=\"toc_2\" class=\"article-section\">\r\n<h2>Experimentation as a scientific research method<\/h2>\r\nExperimentation is one scientific <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/research\/pop\">research<\/a> <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/method\/pop\">method<\/a>, perhaps the most recognizable, in a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/spectrum\/pop\">spectrum<\/a> of methods that also includes description, comparison, and modeling (see our <a href=\"https:\/\/www.visionlearning.com\/library\/module_viewer.php?mid=151\">Description<\/a>, <a href=\"https:\/\/www.visionlearning.com\/library\/module_viewer.php?mid=152\">Comparison<\/a>, and <a href=\"https:\/\/www.visionlearning.com\/library\/module_viewer.php?mid=153\">Modeling<\/a> modules). While all of these methods share in common a scientific approach, experimentation is unique in that it involves the conscious <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/manipulation\/pop\">manipulation<\/a> of certain aspects of a real <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/system\/pop\">system<\/a> and the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/observation\/pop\">observation<\/a> of the effects of that manipulation. You could solve a cell phone reception problem by walking around a neighborhood until you see a cell phone tower, observing other cell phone users to see where those people who get the best reception are standing, or looking on the web for a map of cell phone signal coverage. All of these methods could also provide answers, but by moving around and testing reception yourself, you are experimenting.\r\n\r\n<\/section><section id=\"toc2_1\" class=\"article-section\">\r\n<h3>Variables: Independent and dependent<\/h3>\r\nIn the experimental <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/method\/pop\">method<\/a>, a condition or a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/parameter\/pop\">parameter<\/a>, generally referred to as a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/variable\/pop\">variable<\/a>, is consciously manipulated (often referred to as a treatment) and the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/outcome\/pop\">outcome<\/a> or effect of that <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/manipulation\/pop\">manipulation<\/a> is observed on other variables. Variables are given different names depending on whether they are the ones manipulated or the ones observed:\r\n<blockquote>\r\n<ul class=\"bulleted\">\r\n \t<li><strong>Independent variable<\/strong> refers to a condition within an experiment that is manipulated by the scientist.<\/li>\r\n \t<li><strong>Dependent variable<\/strong> refers to an event or outcome of an experiment that might be affected by the manipulation of the independent variable.<\/li>\r\n<\/ul>\r\n<\/blockquote>\r\nScientific experimentation helps to determine the nature of the relationship between independent and <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/dependent+variable\/pop\">dependent variables<\/a>. While it is often difficult, or sometimes impossible, to manipulate a single <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/variable\/pop\">variable<\/a> in an <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiment<\/a>, scientists often work to minimize the number of variables being manipulated. For example, as we move from one location to another to get better cell reception, we likely change the orientation of our body, perhaps from south-facing to east-facing, or we hold the cell phone at a different angle. Which variable affected reception: location, orientation, or angle of the phone? It is critical that scientists understand which aspects of their experiment they are manipulating so that they can accurately determine the impacts of that <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/manipulation\/pop\">manipulation<\/a>. In order to constrain the possible <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/outcome\/pop\">outcomes<\/a> of an experimental procedure, most scientific experiments use a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/system\/pop\">system<\/a> of <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/control\/pop\">controls<\/a>.\r\n\r\n<\/section><section id=\"toc2_2\" class=\"article-section\">\r\n<h3>Controls: Negative, positive, and placebos<\/h3>\r\nIn a controlled study, a scientist essentially runs two (or more) parallel and simultaneous experiments: a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/treatment\/pop\">treatment<\/a> group, in which the effect of an experimental <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/manipulation\/pop\">manipulation<\/a> is observed on a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/dependent+variable\/pop\">dependent variable<\/a>, and a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/control\/pop\">control<\/a> group, which uses all of the same conditions as the first with the exception of the actual treatment. Controls can fall into one of two groups: <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/negative+control\/pop\">negative controls<\/a> and <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/positive+control\/pop\">positive controls<\/a>.\r\n\r\nIn a negative <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/control\/pop\">control<\/a>, the control group is exposed to all of the experimental conditions except for the actual <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/treatment\/pop\">treatment<\/a>. The need to match all experimental conditions exactly is so great that, for example, in a trial for a new drug, the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/negative+control\/pop\">negative control<\/a> group will be given a pill or <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/liquid\/pop\">liquid<\/a> that looks exactly like the drug, except that it will not contain the drug itself, a control often referred to as a <em>placebo<\/em>. Negative controls allow scientists to measure the natural variability of the dependent variable(s), provide a means of measuring error in the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiment<\/a>, and also provide a baseline to measure against the experimental treatment.\r\n\r\nSome experimental designs also make use of positive <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/control\/pop\">controls<\/a>. A <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/positive+control\/pop\">positive control<\/a> is run as a parallel <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiment<\/a> and generally involves the use of an alternative <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/treatment\/pop\">treatment<\/a> that the researcher knows will have an effect on the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/dependent+variable\/pop\">dependent variable<\/a>. For example, when testing the effectiveness of a new drug for pain relief, a scientist might administer treatment placebo to one group of patients as a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/negative+control\/pop\">negative control<\/a>, and a known treatment like aspirin to a separate group of individuals as a positive control since the pain-relieving aspects of aspirin are well documented. In both cases, the controls allow scientists to <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/quantify\/pop\">quantify<\/a> background variability and reject alternative <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/hypothesis\/pop\">hypotheses<\/a> that might otherwise explain the effect of the treatment on the dependent <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/variable\/pop\">variable<\/a>.\r\n<div class=\"comprehension-checkpoint\">\r\n<p class=\"leader\">Comprehension Checkpoint<\/p>\r\n<p class=\"question\">In an experiment, scientists try to manipulate as ________ variables as possible at a time.<\/p>\r\n\r\n<form class=\"question\" name=\"cc5823\">\r\n<ul class=\"quiz-options\">\r\n \t<li class=\"option-a\"><label class=\"choice\" for=\"q1-5823-0-option-a\">many<\/label><\/li>\r\n \t<li class=\"option-b\"><label class=\"choice\" for=\"q1-5823-1-option-b\">few<\/label><\/li>\r\n<\/ul>\r\n<\/form><\/div>\r\n<\/section><section id=\"toc_3\" class=\"article-section\">\r\n<h2>Experimentation in practice: The case of Louis Pasteur<\/h2>\r\nWell-controlled <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a> generally provide strong <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/evidence\/pop\">evidence<\/a> of causality, demonstrating whether the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/manipulation\/pop\">manipulation<\/a> of one <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/variable\/pop\">variable<\/a> causes a response in another variable. For example, as early as the 6th century <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/BCE\/pop\">BCE<\/a>, <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Anaximander\/pop\">Anaximander<\/a>, a Greek philosopher, speculated that life could be formed from a mixture of sea water, mud, and sunlight. The idea probably stemmed from the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/observation\/pop\">observation<\/a> of worms, mosquitoes, and other insects \"magically\" appearing in mudflats and other shallow areas. While the suggestion was challenged on a number of occasions, the idea that living microorganisms could be spontaneously generated from air persisted until the middle of the 18<sup>th<\/sup> century.\r\n\r\nIn the 1750s, John Needham, a Scottish clergyman and naturalist, claimed to have proved that spontaneous <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/generation\/pop\">generation<\/a> does occur when he showed that microorganisms flourished in certain foods such as soup broth, even after they had been briefly boiled and covered. Several years later, the Italian abbot and biologist <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Spallanzani%2C+Lazzaro\/pop\">Lazzaro Spallanzani<\/a>, boiled soup broth for over an hour and then placed bowls of this soup in different conditions, sealing some and leaving others exposed to air. Spallanzani found that microorganisms grew in the soup exposed to air but were absent from the sealed soup. He therefore challenged Needham's conclusions and hypothesized that microorganisms suspended in air settled onto the exposed soup but not the sealed soup, and rejected the idea of <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/spontaneous+generation\/pop\">spontaneous generation<\/a>.\r\n\r\nNeedham countered, arguing that the growth of <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/bacteria\/pop\">bacteria<\/a> in the soup was not due to microbes settling onto the soup from the air, but rather because spontaneous generation required contact with an intangible \"life force\" in the air itself. He proposed that Spallanzani's extensive boiling destroyed the \"life force\" present in the soup, preventing spontaneous generation in the sealed bowls but allowing air to replenish the life force in the open bowls. For several decades, scientists continued to <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/debate\/pop\">debate<\/a> the spontaneous generation <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/theory\/pop\">theory<\/a> of life, with support for the theory coming from several notable scientists including F\u00e9lix Pouchet and Henry Bastion. Pouchet, Director of the Rouen Museum of <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/natural+history\/pop\">Natural History<\/a> in France, and Bastion, a well-known British bacteriologist, argued that living <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/organism\/pop\">organisms<\/a> could spontaneously arise from chemical processes such as fermentation and putrefaction. The debate became so heated that in 1860, the French Academy of Sciences established the Alhumbert prize of 2,500 francs to the first person who could conclusively resolve the conflict. In 1864, <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Pasteur%2C+Louis\/pop\">Louis Pasteur<\/a> achieved that result with a series of well-controlled <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a> and in doing so claimed the Alhumbert prize.\r\n\r\nPasteur prepared for his <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a> by studying the work of others that came before him. In fact, in April 1861 Pasteur wrote to Pouchet to obtain a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/research\/pop\">research<\/a> description that Pouchet had published. In this letter, Pasteur writes:\r\n<blockquote>\r\n<div align=\"right\">Paris, 3 April 1861<\/div>\r\nDear Colleague,\r\nThe difference of our opinions on the famous question of spontaneous generation does not prevent me from esteeming highly your labor and praiseworthy efforts... The sincerity of these sentiments...permits me to have recourse to your obligingness in full confidence. I read with great care everything that you write on the subject that occupies both of us. Now, I cannot obtain a brochure that I understand you have just published.... I would be happy to have a copy of it because I am at present editing the totality of my observations, where naturally I criticize your assertions.\r\n<div align=\"right\">L. Pasteur (Porter, 1961)<\/div><\/blockquote>\r\nPasteur received the brochure from Pouchet several days later and went on to conduct his own <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a>. In these, he repeated Spallanzani's <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/method\/pop\">method<\/a> of boiling soup broth, but he divided the broth into portions and exposed these portions to different controlled conditions. Some broth was placed in flasks that had straight necks that were open to the air, some broth was placed in sealed flasks that were not open to the air, and some broth was placed into a specially designed set of swan-necked flasks, in which the broth would be open to the air but the air would have to travel a curved path before reaching the broth, thus preventing anything that might be present in the air from simply settling onto the soup (Figure 2). Pasteur then observed the response of the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/dependent+variable\/pop\">dependent variable<\/a> (the growth of microorganisms) in response to the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/independent+variable\/pop\">independent variable<\/a> (the design of the flask). Pasteur's experiments contained both positive <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/control\/pop\">controls<\/a> (samples in the straight-necked flasks that he knew would become contaminated with microorganisms) and <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/negative+control\/pop\">negative controls<\/a> (samples in the sealed flasks that he knew would remain sterile). If spontaneous generation did indeed occur upon exposure to air, Pasteur hypothesized, microorganisms would be found in both the swan-neck flasks and the straight-necked flasks, but not in the sealed flasks. Instead, Pasteur found that microorganisms appeared in the straight-necked flasks, but not in the sealed flasks or the swan-necked flasks.\r\n<figure><a title=\"Pasteur_flasks\" href=\"https:\/\/www.visionlearning.com\/img\/library\/large_images\/image_3805.jpg\"> <img src=\"https:\/\/www.visionlearning.com\/img\/library\/modules\/mid150\/Image\/VLObject-3805-080915020915.jpg\" alt=\"Pasteur_flasks\" \/> <\/a><figcaption>Figure 2: Pasteur's drawings of the flasks he used (Pasteur, 1861). Fig. 25 D, C, and B (top) show various sealed flasks (negative controls); Fig. 26 (bottom right) illustrates a straight-necked flask directly open to the atmosphere (positive control); and Fig. 25 A (bottom left) illustrates the specially designed swan-necked flask (treatment group).<\/figcaption><\/figure>\r\nBy using <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/control\/pop\">controls<\/a> and replicating his <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiment<\/a> (he used more than one of each type of flask), Pasteur was able to answer many of the questions that still surrounded the issue of spontaneous generation. Pasteur said of his experimental design, \"I affirm with the most perfect sincerity that I have never had a single experiment, arranged as I have just explained, which gave me a doubtful result\" (Porter, 1961). Pasteur's work helped refute the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/theory\/pop\">theory<\/a> of spontaneous generation \u2013 his experiments showed that air alone was not the cause of bacterial growth in the flask, and his <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/research\/pop\">research<\/a> supported the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/hypothesis\/pop\">hypothesis<\/a> that live microorganisms suspended in air could settle onto the broth in open-necked flasks via <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/gravity\/pop\">gravity<\/a>.\r\n<div class=\"comprehension-checkpoint\">\r\n<p class=\"leader\">Comprehension Checkpoint<\/p>\r\n<p class=\"question\">Experiments can provide evidence about whether changing one component of a system <em>causes<\/em> a response.<\/p>\r\n\r\n<form class=\"question\" name=\"cc5825\">\r\n<ul class=\"quiz-options\">\r\n \t<li class=\"option-a\"><label class=\"choice\" for=\"q1-5825-0-option-a\">True.<\/label><\/li>\r\n \t<li class=\"option-b\"><label class=\"choice\" for=\"q1-5825-1-option-b\">False.<\/label><\/li>\r\n<\/ul>\r\n<\/form><\/div>\r\n<\/section><section id=\"toc_4\" class=\"article-section\">\r\n<h2>Experimentation across disciplines<\/h2>\r\nExperiments are used across all scientific disciplines to investigate a multitude of questions. In some cases, scientific <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a> are used for exploratory purposes in which the scientist does not know what the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/dependent+variable\/pop\">dependent variable<\/a> is. In this type of experiment, the scientist will manipulate an <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/independent+variable\/pop\">independent variable<\/a> and observe what the effect of the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/manipulation\/pop\">manipulation<\/a> is in order to identify a dependent <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/variable\/pop\">variable<\/a> (or variables). Exploratory experiments are sometimes used in nutritional biology when scientists probe the function and purpose of dietary <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/nutrient\/pop\">nutrients<\/a>. In one approach, a scientist will expose one group of animals to a normal diet, and a second group to a similar diet except that it is lacking a specific vitamin or nutrient. The researcher will then observe the two groups to see what specific physiological changes or medical problems arise in the group lacking the nutrient being studied.\r\n\r\nScientific <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a> are also commonly used to <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/quantify\/pop\">quantify<\/a> the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/magnitude\/pop\">magnitude<\/a> of a relationship between two or more <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/variable\/pop\">variables<\/a>. For example, in the fields of pharmacology and toxicology, scientific experiments are used to determine the dose-response relationship of a new drug or chemical. In these approaches, researchers perform a series of experiments in which a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/population\/pop\">population<\/a> of <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/organism\/pop\">organisms<\/a>, such as laboratory mice, is separated into groups and each group is exposed to a different amount of the drug or chemical of interest. The <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/analysis\/pop\">analysis<\/a> of the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/data\/pop\">data<\/a> that result from these experiments (see our <a href=\"https:\/\/www.visionlearning.com\/library\/module_viewer.php?mid=154\">Data Analysis and Interpretation<\/a> module) involves comparing the degree of the organism's response to the dose of the substance administered.\r\n\r\n<a name=\"Mice\"><\/a>In this context, <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a> can provide additional <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/evidence\/pop\">evidence<\/a> to complement other <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/research\/pop\">research<\/a> <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/method\/pop\">methods<\/a>. For example, in the 1950s a great <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/debate\/pop\">debate<\/a> ensued over whether or not the chemicals in cigarette smoke cause cancer. Several researchers had conducted <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/comparative\/pop\">comparative<\/a> studies (see our <a href=\"https:\/\/www.visionlearning.com\/library\/module_viewer.php?mid=152\">Comparison in Scientific Research<\/a> module) that indicated that patients who smoked had a higher <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/probability\/pop\">probability<\/a> of developing lung cancer when compared to nonsmokers. Comparative studies differ slightly from experimental methods in that you do not consciously manipulate a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/variable\/pop\">variable<\/a>; rather you observe differences between two or more groups depending on whether or not they fall into a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/treatment\/pop\">treatment<\/a> or <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/control\/pop\">control<\/a> group. Cigarette companies and lobbyists criticized these studies, suggesting that the relationship between smoking and lung cancer was coincidental. Several researchers noted the need for a clear dose-response study; however, the difficulties in getting cigarette smoke into the lungs of laboratory animals prevented this research. In the mid-1950s, Ernest Wynder and colleagues had an ingenious idea: They condensed the chemicals from cigarette smoke into a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/liquid\/pop\">liquid<\/a> and applied this in various doses to the skin of groups of mice. The researchers published <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/data\/pop\">data<\/a> from a dose-response experiment of the effect of tobacco smoke <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/condensate\/pop\">condensate<\/a> on mice (Wynder et al., 1957).\r\n\r\nAs seen in Figure 3, the researchers found a positive relationship between the amount of <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/condensate\/pop\">condensate<\/a> applied to the skin of mice and the number of cancers that developed. The graph shows the results of a study in which different groups of mice were exposed to increasing amounts of cigarette tar. The black dots indicate the percentage of each sample group of mice that developed cancer for a given amount cigarette smoke \"condensate\" applied to their skin. The vertical lines are error bars, showing the amount of <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/uncertainty\/pop\">uncertainty<\/a>. The graph shows generally increasing cancer rates with greater exposure. This study was one of the first pieces of experimental <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/evidence\/pop\">evidence<\/a> in the cigarette smoking <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/debate\/pop\">debate<\/a>, and it helped strengthen the case for cigarette smoke as the causative agent in lung cancer in smokers.\r\n<figure class=\"centered\"><a title=\"Cigarette exposure graph\" href=\"https:\/\/www.visionlearning.com\/img\/library\/large_images\/image_3806.jpg\"> <img src=\"https:\/\/www.visionlearning.com\/img\/library\/modules\/mid150\/Image\/VLObject-3806-080915020917.jpg\" alt=\"Cigarette exposure graph\" \/> <\/a><figcaption>Figure 3: Percentage of mice with cancer versus the amount cigarette smoke \"condensate\" applied to their skin (source: Wynder et al., 1957).<\/figcaption><\/figure>\r\nSometimes experimental approaches and other <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/research\/pop\">research<\/a> <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/method\/pop\">methods<\/a> are not clearly distinct, or scientists may even use multiple research approaches in combination. For example, at 1:52 a.m. EDT on July 4, 2005, scientists with the National Aeronautics and Space Administration (NASA) conducted a study in which a 370 kg spacecraft named Deep Impact was purposely slammed into passing comet Tempel 1. A nearby spacecraft observed the impact and radioed <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/data\/pop\">data<\/a> back to Earth. The research was partially descriptive in that it documented the chemical composition of the comet, but it was also partly experimental in that the effect of slamming the Deep Impact probe into the comet on the volatilization of previously undetected <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/compound\/pop\">compounds<\/a>, such as water, was assessed (A'Hearn et al., 2005). It is particularly common that experimentation and description overlap: Another example is <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Goodall%2C+Jane\/pop\">Jane Goodall<\/a>'s research on the behavior of chimpanzees, which can be read in our <a href=\"https:\/\/www.visionlearning.com\/library\/module_viewer.php?mid=151#Goodall\">Description in Scientific Research<\/a> module.\r\n<div class=\"comprehension-checkpoint\">\r\n<p class=\"leader\">Comprehension Checkpoint<\/p>\r\n<p class=\"question\">In science, experiments are commonly used to<\/p>\r\n\r\n<form class=\"question\" name=\"cc5828\">\r\n<ul class=\"quiz-options\">\r\n \t<li class=\"option-a\"><label class=\"choice\" for=\"q1-5828-0-option-a\">quantify the relationship between variables.<\/label><\/li>\r\n \t<li class=\"option-b\"><label class=\"choice\" for=\"q1-5828-1-option-b\">compare smokers and nonsmokers.<\/label><\/li>\r\n<\/ul>\r\n<\/form><\/div>\r\n<\/section><section id=\"toc_5\" class=\"article-section\">\r\n<h2>Limitations of experimental methods<\/h2>\r\n<figure><a title=\"Comet Tempel\" href=\"https:\/\/www.visionlearning.com\/img\/library\/large_images\/image_3807.jpg\"> <img class=\"\" src=\"https:\/\/www.visionlearning.com\/img\/library\/modules\/mid150\/Image\/VLObject-3807-080915020922.jpg\" alt=\"Comet Tempel\" width=\"576\" height=\"576\" \/> <\/a><figcaption>Figure 4: An image of comet Tempel 1 67 seconds after collision with the Deep Impact impactor. <em>Image credit: NASA\/JPL-Caltech\/UMD http:\/\/deepimpact.umd.edu\/gallery\/HRI_937_1.html <\/em> <span class=\"credit\">image \u00a9 NASA\/JPL-Caltech\/UMD<\/span><\/figcaption><\/figure>\r\nWhile scientific <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a> provide invaluable <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/data\/pop\">data<\/a> regarding causal relationships, they do have limitations. One criticism of experiments is that they do not necessarily represent real-world situations. In order to clearly identify the relationship between an <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/independent+variable\/pop\">independent variable<\/a> and a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/dependent+variable\/pop\">dependent variable<\/a>, experiments are designed so that many other contributing <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/variable\/pop\">variables<\/a> are fixed or eliminated. For example, in an experiment designed to <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/quantify\/pop\">quantify<\/a> the effect of vitamin A dose on the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/metabolism\/pop\">metabolism<\/a> of beta-carotene in humans, Shawna Lemke and colleagues had to precisely <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/control\/pop\">control<\/a> the diet of their human volunteers (Lemke, Dueker et al. 2003). They asked their participants to limit their intake of foods rich in vitamin A and further asked that they maintain a precise log of all foods eaten for 1 week prior to their study. At the time of their study, they controlled their participants' diet by feeding them all the same meals, described in the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/method\/pop\">methods<\/a> section of their <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/research\/pop\">research<\/a> article in this way:\r\n<blockquote>Meals were controlled for time and content on the dose administration day. Lunch was served at 5.5 h postdosing and consisted of a frozen dinner (Enchiladas, Amy's Kitchen, Petaluma, CA), a blueberry bagel with jelly, 1 apple and 1 banana, and a large chocolate chunk cookie (Pepperidge Farm). Dinner was served 10.5 h post dose and consisted of a frozen dinner (Chinese Stir Fry, Amy's Kitchen) plus the bagel and fruit taken for lunch.<\/blockquote>\r\nWhile this is an important aspect of making an <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiment<\/a> manageable and informative, it is often not representative of the real world, in which many <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/variable\/pop\">variables<\/a> may change at once, including the foods you eat. Still, experimental <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/research\/pop\">research<\/a> is an excellent way of determining relationships between variables that can be later validated in real world settings through descriptive or <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/comparative\/pop\">comparative<\/a> studies.\r\n\r\nDesign is critical to the success or failure of an <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiment<\/a>. Slight variations in the experimental set-up could strongly affect the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/outcome\/pop\">outcome<\/a> being measured. For example, during the 1950s, a number of experiments were conducted to evaluate the toxicity in mammals of the metal molybdenum, using rats as experimental <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/subject\/pop\">subjects<\/a>. Unexpectedly, these experiments seemed to indicate that the type of cage the rats were housed in affected the toxicity of molybdenum. In response, G. Brinkman and Russell Miller set up an experiment to investigate this <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/observation\/pop\">observation<\/a> (Brinkman &amp; Miller, 1961). Brinkman and Miller fed two groups of rats a normal diet that was supplemented with 200 parts per million (ppm) of molybdenum. One group of rats was housed in galvanized steel (steel coated with zinc to reduce corrosion) cages and the second group was housed in stainless steel cages. Rats housed in the galvanized steel cages suffered more from molybdenum toxicity than the other group: They had higher <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/concentration\/pop\">concentrations<\/a> of molybdenum in their livers and lower blood hemoglobin levels. It was then shown that when the rats chewed on their cages, those housed in the galvanized metal cages absorbed zinc plated onto the metal bars, and zinc is now known to affect the toxicity of molybdenum. In order to <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/control\/pop\">control<\/a> for zinc exposure, then, stainless steel cages needed to be used for all rats.\r\n\r\nScientists also have an obligation to adhere to ethical limits in designing and conducting <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a>. During World War II, doctors working in Nazi Germany conducted many heinous experiments using human <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/subject\/pop\">subjects<\/a>. Among them was an experiment meant to identify effective <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/treatment\/pop\">treatments<\/a> for hypothermia in humans, in which <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/concentration\/pop\">concentration<\/a> camp prisoners were forced to sit in ice water or left naked outdoors in freezing temperatures and then re-warmed by various means. Many of the exposed victims froze to death or suffered permanent injuries. As a result of the Nazi experiments and other unethical <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/research\/pop\">research<\/a>, strict scientific ethical standards have been adopted by the United States and other governments, and by the scientific community at large. Among other things, ethical standards (see our <a href=\"https:\/\/www.visionlearning.com\/library\/module_viewer.php?mid=161\">Scientific Ethics<\/a> module) require that the benefits of research outweigh the risks to human subjects, and those who participate do so voluntarily and only after they have been made fully aware of all the risks posed by the research. These guidelines have far-reaching effects: While the clearest indication of causation in the cigarette smoke and lung cancer <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/debate\/pop\">debate<\/a> would have been to design an experiment in which one group of people was asked to take up smoking and another group was asked to refrain from smoking, it would be highly unethical for a scientist to purposefully expose a group of healthy people to a suspected cancer causing agent. As an alternative, <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/comparative\/pop\">comparative<\/a> studies (see our <a href=\"https:\/\/www.visionlearning.com\/library\/module_viewer.php?mid=152\">Comparison in Scientific Research<\/a> module) were initiated in humans, and experimental studies focused on animal subjects. The combination of these and other studies provided even stronger <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/evidence\/pop\">evidence<\/a> of the link between smoking and lung cancer than either one <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/method\/pop\">method<\/a> alone would have.\r\n<div class=\"comprehension-checkpoint\">\r\n<p class=\"leader\">Comprehension Checkpoint<\/p>\r\n<p class=\"question\">Every experiment precisely replicates a real-world situation.<\/p>\r\n\r\n<form class=\"question\" name=\"cc5831\">\r\n<ul class=\"quiz-options\">\r\n \t<li class=\"option-a\"><label class=\"choice\" for=\"q1-5831-0-option-a\">True<\/label><\/li>\r\n \t<li class=\"option-b\"><label class=\"choice\" for=\"q1-5831-1-option-b\">False<\/label><\/li>\r\n<\/ul>\r\n<\/form><\/div>\r\n<\/section><section id=\"toc_6\" class=\"article-section\">\r\n<h2>Experimentation in modern practice<\/h2>\r\nLike all scientific <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/research\/pop\">research<\/a>, the results of <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a> are shared with the scientific community, are built upon, and inspire additional experiments and research. For example, once <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Alhazen\/pop\">Alhazen<\/a> established that <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/light\/pop\">light<\/a> given off by objects enters the human eye, the natural question that was asked was \"What is the nature of light that enters the human eye?\" Two common <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/theory\/pop\">theories<\/a> about the nature of light were debated for many years. Sir <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Isaac+Newton\/pop\">Isaac Newton<\/a> was among the principal proponents of a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/theory\/pop\">theory<\/a> suggesting that light was made of small <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/particle\/pop\">particles<\/a>. The English naturalist <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Hooke%2C+Robert\/pop\">Robert Hooke<\/a> (who held the interesting title of Curator of Experiments at the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Royal+Society+of+London\/pop\">Royal Society<\/a> of London) supported a different theory stating that light was a type of wave, like sound <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/waves\/pop\">waves<\/a>. In 1801, <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Young%2C+Thomas\/pop\">Thomas Young<\/a> conducted a now classic scientific experiment that helped resolve this <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/controversy\/pop\">controversy<\/a>. Young, like Alhazen, worked in a darkened room and allowed light to enter only through a small hole in a window shade (Figure 5). Young refocused the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/beam\/pop\">beam<\/a> of light with mirrors and split the beam with a paper-thin card. The split light beams were then projected onto a screen, and formed an alternating light and dark banding pattern \u2013 that was a sign that light was indeed a wave (see our <a href=\"https:\/\/www.visionlearning.com\/library\/module_viewer.php?mid=132\">Light I: Particle or Wave?<\/a> module).\r\n<figure><img src=\"https:\/\/www.visionlearning.com\/img\/library\/modules\/mid150\/Image\/VLObject-3391-050628030631.jpg\" alt=\"Young Experiment Illustration\" \/><figcaption>Figure 5: Young's split-light beam experiment helped clarify the wave nature of light.<\/figcaption><\/figure>\r\nApproximately 100 years later, in 1905, new <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a> led <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Einstein%2C+Albert\/pop\">Albert Einstein<\/a> to conclude that <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/light\/pop\">light<\/a> exhibits properties of both <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/waves\/pop\">waves<\/a> and <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/particle\/pop\">particles<\/a>. Einstein's dual wave-particle <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/theory\/pop\">theory<\/a> is now generally accepted by scientists.\r\n\r\nExperiments continue to help refine our understanding of <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/light\/pop\">light<\/a> even today. In addition to his wave-particle <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/theory\/pop\">theory<\/a>, Einstein also proposed that the speed of light was unchanging and absolute. Yet in 1998 a group of scientists led by <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Hau%2C+Lene\/pop\">Lene Hau<\/a> showed that light could be slowed from its normal speed of 3 x 10<sup>8<\/sup> meters per second to a mere 17 meters per second with a special experimental apparatus (Hau et al., 1999). The series of <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a> that began with <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Alhazen\/pop\">Alhazen<\/a>'s work 1000 years ago has led to a progressively deeper understanding of the nature of light. Although the tools with which scientists conduct experiments may have become more complex, the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/principle\/pop\">principles<\/a> behind controlled experiments are remarkably similar to those used by Pasteur and Alhazen hundreds of years ago.\r\n\r\n<\/section><section id=\"toc-999\" class=\"article-section\">\r\n<h3>Summary<\/h3>\r\nManipulating and controlling variables are key aspects that set experimentation apart from other scientific research methods. This module highlights the principles of experimentation through examples from history, including the work of Alhazen in 1000 CE and Louis Pasteur in the 1860s.\r\n<h3>Key Concepts<\/h3>\r\n<ul class=\"bulleted\">\r\n \t<li>Experimentation is a research method in which one or more variables are consciously manipulated and the outcome or effect of that manipulation on other variables is observed.<\/li>\r\n \t<li>Experimental designs often make use of controls that provide a measure of variability within a system and a check for sources of error.<\/li>\r\n \t<li>Experimental methods are commonly applied to determine causal relationships or to quantify the magnitude of response of a variable.<\/li>\r\n<\/ul>\r\n<\/section><footer>\r\n<ul class=\"indented links\">\r\n \t<li>\r\n<h5>Further Reading<\/h5>\r\n<\/li>\r\n \t<li><a href=\"https:\/\/www.visionlearning.com\/en\/library\/Process-of-Science\/49\/Modeling-in-Scientific-Research\/153\">Modeling in Scientific Research<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.visionlearning.com\/en\/library\/Process-of-Science\/49\/Description-in-Scientific-Research\/151\">Description in Scientific Research<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.visionlearning.com\/en\/library\/Process-of-Science\/49\/Comparison-in-Scientific-Research\/152\">Comparison in Scientific Research<\/a><\/li>\r\n<\/ul>\r\n<a name=\"refs\"><\/a>\r\n<ul class=\"indented list\">\r\n \t<li>\r\n<h5>References<\/h5>\r\n<\/li>\r\n \t<li>Agar, D. (2001). <em>Arabic studies in physics and astronomy during 800-1400 AD<\/em>. Retrieved August 1, 2007, from the University of Jyv\u00e4skyl\u00e4.<\/li>\r\n \t<li>A'Hearn, M. F., Belton, M. J. S., Delamere, W. A., Kissel, J., Klaasen, K. P., McFadden, L. A., . . . White, R. L. (2005). Deep Impact: Excavating comet Tempel 1. <em>Science, 310<\/em>(5746), 258.<\/li>\r\n \t<li>Alberts, B., Johnson, A., Lewis, J., Raff, M., Roberts, K., &amp; Walter, P. (2002). <em>Molecular biology of the cell<\/em> (4th ed.), London: Taylor &amp; Francis.<\/li>\r\n \t<li>Bajcsy, M., Zibrov, A. S., &amp; Lukin, M. D. (2003). Stationary pulses of light in an atomic medium. <em>Nature 426,<\/em> 638-641.<\/li>\r\n \t<li>Brinkman, G. L., &amp; Miller, R. F. (1961). Influence of cage type and dietary zinc oxide upon molybdenum toxicity. <em>Science, 134<\/em>(3489), 1531.<\/li>\r\n \t<li>Corbie-Smith, G. (1999). The continuing legacy of the Tuskegee Syphilis Study. <em>American Journal of the Medical Sciences 317<\/em>(1), 5-8.<\/li>\r\n \t<li>Department of Health and Human Services. (Revised January 15, 2009). Code of Federal Regulations, 45 CFR \u00a746, Protection of Human Subjects.<\/li>\r\n \t<li>Fankhauser, D. B., &amp; Stein Carter, J. (2004). <a href=\"http:\/\/biology.clc.uc.edu\/courses\/bio114\/spontgen%20intro.htm\"><em>Spontaneous generation<\/em><\/a>. Retrieved August 1, 2007, from the Clermont College Biology Department.<\/li>\r\n \t<li>Gorini, R. (2003). <a href=\"http:\/\/www.ishim.net\/ishimj\/4\/10.pdf\">Al-Haytham the man of experience. First steps in the science of vision<\/a>. <em>Journal of the International Society for the History of Islamic Medicine, 2<\/em>(4), 53-55.<\/li>\r\n \t<li>Hau, L. V., Harris, S. E., Dutton, Z., &amp; Behroozi, C. H. (1999). Light speed reduction to 17 metres per second in an ultracold atomic gas. <em>Nature, 397,<\/em> 594-598.<\/li>\r\n \t<li>Kent, J. (2006, January).<a href=\"http:\/\/cnx.org\/content\/m13245\/1.1\/.\"> <em>The Impact of the scientific revolution: A brief history of the experimental method in the 17th century<\/em><\/a>. Retrieved August 1, 2007, from <em>Connexions.<\/em><\/li>\r\n \t<li>Lemke S. L., Dueker, S. R., Follett, J. R., Lin, Y., Carkeet, C., Buchholz, B. A., Vogel, J. S., &amp; Clifford, A. J.(2003). Absorption and retinol equivalence of beta-carotene in humans is influenced by dietary vitamin A intake. <em>Journal of Lipid Research, 44<\/em>(8), 1591-600.<\/li>\r\n \t<li>O'Connor, J. J., &amp; Robertson, E. F. (2002). <a href=\"http:\/\/www-history.mcs.st-and.ac.uk\/HistTopics\/Light_1.html\"><em>Light through the ages: Ancient Greece to Maxwell<\/em><\/a>. Retrieved August 1, 2007, from the MacTutor History of Mathematics Archive, School of Mathematics and Statistics, University of St. Andrews, Scotland.<\/li>\r\n \t<li>O'Connor, J. J., &amp; Robertson, E. F. (1999). <a href=\"http:\/\/www-history.mcs.st-and.ac.uk\/Biographies\/Al-Haytham.html\"><em>Abu Ali al-Hasan ibn al-Haytham<\/em><\/a>. Retrieved August 1, 2007, from the MacTutor History of Mathematics Archive, School of Mathematics and Statistics, University of St. Andrews, Scotland.<\/li>\r\n \t<li>Pasteur, L. (1861). Sur les corpuscules organizes qui existent dans l'atmosph\u00e8re. Examen de la doctrine des g\u00e9n\u00e9rations spontan\u00e9es. (Legon profess\u00e9e \u00e1 la Societ\u00e9 chimique de Paris, le 19 mai). M\u00e9moire sur les corpuscules organis\u00e9s qui existent en suspension dans l'atmosph\u00e8re. Examen de la doctrine des g\u00e9n\u00e9rations spontan\u00e9es (Extrait). <em>Comptes rendus, 52<\/em>(1), 1142-1143, 3 juin. M\u00e9moire sur les corpuscules organis\u00e9s qui existent dans l'atmosph\u00e8re. Examen de la doctrine des g\u00e9n\u00e9rations spontan\u00e9es. <em>Annales des sciences naturelles<\/em> (partie zoologique) (S\u00e9r. 4) 16, 5-98.<\/li>\r\n \t<li>Porter, J. R. (1961). Louis Pasteur: Achievements and disappointments, 1861. <em>Bacteriology Reviews, 25<\/em>(4), 389\u2013403.<\/li>\r\n \t<li>Reuben, A. (2004). Au <em>Conn<\/em>traire, professeur Pasteur! <em>Hepatology 40<\/em>(6), 1478-1482.<\/li>\r\n \t<li>Wynder, E. L., Kopf, P., &amp; Ziegler, H. (1957). A study of tobacco carcinogenesis: II. Dose-response studies. <em>Cancer 10<\/em>(6).<\/li>\r\n<\/ul>\r\n<\/footer>","rendered":"<div class=\"article-introduction\">\n<p>Anyone who has used a cellular phone knows that certain situations require a bit of research: If you suddenly find yourself in an area with poor phone reception, you might move a bit to the left or right, walk a few steps forward or back, or even hold the phone over your head to get a better signal. While the actions of a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/cell\/pop\">cell<\/a> phone user might seem obvious, the person seeking cell phone reception is actually performing a scientific experiment: consciously manipulating one component (the location of the cell phone) and observing the effect of that action on another component (the phone&#8217;s reception). Scientific <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a> are obviously a bit more complicated, and generally involve more rigorous use of <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/control\/pop\">controls<\/a>, but they draw on the same type of reasoning that we use in many everyday situations. In fact, the earliest documented scientific experiments were devised to answer a very common everyday question: how vision works.<\/p>\n<\/div>\n<section id=\"toc_1\" class=\"article-section\">\n<h2>A brief history of experimental methods<\/h2>\n<figure><a title=\"Alhazen\" href=\"https:\/\/www.visionlearning.com\/img\/library\/large_images\/image_3804.jpg\"> <img decoding=\"async\" src=\"https:\/\/www.visionlearning.com\/img\/library\/modules\/mid150\/Image\/VLObject-3804-080915020912.jpg\" alt=\"Alhazen\" \/> <\/a><figcaption>Figure 1: Alhazen (965-ca.1039) as pictured on an Iraqi 10,000-dinar note<\/figcaption><\/figure>\n<p>One of the first ideas regarding how human vision works came from the Greek philosopher <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Empedocles\/pop\">Empedocles<\/a> around 450 <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/BCE\/pop\">BCE<\/a>. Empedocles reasoned that the Greek goddess Aphrodite had lit a fire in the human eye, and vision was possible because <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/light\/pop\">light<\/a> rays from this fire emanated from the eye, illuminating objects around us. While a number of people challenged this proposal, the idea that light radiated from the human eye proved surprisingly persistent until around 1,000 <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/CE\/pop\">CE<\/a>, when a Middle Eastern scientist advanced our knowledge of the nature of light and, in so doing, developed a new and more rigorous approach to scientific <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/research\/pop\">research<\/a>. Ab\u016b &#8216;Al\u012b al-Hasan ibn al-Hasan ibn al-Haytham, also known as <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Alhazen\/pop\">Alhazen<\/a>, was born in 965 CE in the Arabian city of Basra in what is present-day Iraq. He began his scientific studies in physics, mathematics, and other sciences after reading the works of several Greek philosophers. One of Alhazen&#8217;s most significant contributions was a seven-volume work on optics titled <em>Kitab al-Manazir<\/em> (later translated to Latin as <em>Opticae Thesaurus Alhazeni \u2013 Alhazen&#8217;s Book of Optics<\/em>). Beyond the contributions this book made to the field of optics, it was a remarkable work in that it based conclusions on experimental <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/evidence\/pop\">evidence<\/a> rather than <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/abstract\/pop\">abstract<\/a> reasoning \u2013 the first major publication to do so. Alhazen&#8217;s contributions have proved so significant that his likeness was immortalized on the 2003 10,000-dinar note issued by Iraq (Figure 1).<\/p>\n<p>Alhazen invested significant time studying <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/light\/pop\">light<\/a>, color, shadows, rainbows, and other <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/optical\/pop\">optical<\/a> phenomena. Among this work was a study in which he stood in a darkened room with a small hole in one wall. Outside of the room, he hung two lanterns at different heights. <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Alhazen\/pop\">Alhazen<\/a> observed that the light from each lantern illuminated a different spot in the room, and each lighted spot formed a direct line with the hole and one of the lanterns outside the room. He also found that covering a lantern caused the spot it illuminated to darken, and exposing the lantern caused the spot to reappear. Thus, Alhazen provided some of the first experimental <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/evidence\/pop\">evidence<\/a> that light does not emanate from the human eye but rather is emitted by certain objects (like lanterns) and travels from these objects in straight lines. Alhazen&#8217;s <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiment<\/a> may seem simplistic today, but his <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/methodology\/pop\">methodology<\/a> was groundbreaking: He developed a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/hypothesis\/pop\">hypothesis<\/a> based on <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/observation\/pop\">observations<\/a> of physical relationships (that light comes from objects), and then designed an experiment to test that hypothesis. Despite the simplicity of the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/method\/pop\">method<\/a>, Alhazen&#8217;s experiment was a critical step in refuting the long-standing <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/theory\/pop\">theory<\/a> that light emanated from the human eye, and it was a major event in the development of modern scientific <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/research\/pop\">research<\/a> methodology.<\/p>\n<div class=\"comprehension-checkpoint\">\n<p class=\"leader\">Comprehension Checkpoint<\/p>\n<p class=\"question\">Why is Alhazen&#8217;s work considered a major event in the development of modern scientific research methodology?<\/p>\n<form class=\"question\" action=\"action\" id=\"cc5817\">\n<ul class=\"quiz-options\">\n<li class=\"option-a\"><label class=\"choice\" for=\"q1-5817-0-option-a\">He developed a hypothesis based on observations and then designed an experiment to test that hypothesis.<\/label><\/li>\n<li class=\"option-b\"><label class=\"choice\" for=\"q1-5817-1-option-b\">His research confirmed that light comes from the human eye.<\/label><\/li>\n<\/ul>\n<\/form>\n<\/div>\n<\/section>\n<section id=\"toc_2\" class=\"article-section\">\n<h2>Experimentation as a scientific research method<\/h2>\n<p>Experimentation is one scientific <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/research\/pop\">research<\/a> <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/method\/pop\">method<\/a>, perhaps the most recognizable, in a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/spectrum\/pop\">spectrum<\/a> of methods that also includes description, comparison, and modeling (see our <a href=\"https:\/\/www.visionlearning.com\/library\/module_viewer.php?mid=151\">Description<\/a>, <a href=\"https:\/\/www.visionlearning.com\/library\/module_viewer.php?mid=152\">Comparison<\/a>, and <a href=\"https:\/\/www.visionlearning.com\/library\/module_viewer.php?mid=153\">Modeling<\/a> modules). While all of these methods share in common a scientific approach, experimentation is unique in that it involves the conscious <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/manipulation\/pop\">manipulation<\/a> of certain aspects of a real <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/system\/pop\">system<\/a> and the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/observation\/pop\">observation<\/a> of the effects of that manipulation. You could solve a cell phone reception problem by walking around a neighborhood until you see a cell phone tower, observing other cell phone users to see where those people who get the best reception are standing, or looking on the web for a map of cell phone signal coverage. All of these methods could also provide answers, but by moving around and testing reception yourself, you are experimenting.<\/p>\n<\/section>\n<section id=\"toc2_1\" class=\"article-section\">\n<h3>Variables: Independent and dependent<\/h3>\n<p>In the experimental <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/method\/pop\">method<\/a>, a condition or a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/parameter\/pop\">parameter<\/a>, generally referred to as a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/variable\/pop\">variable<\/a>, is consciously manipulated (often referred to as a treatment) and the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/outcome\/pop\">outcome<\/a> or effect of that <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/manipulation\/pop\">manipulation<\/a> is observed on other variables. Variables are given different names depending on whether they are the ones manipulated or the ones observed:<\/p>\n<blockquote>\n<ul class=\"bulleted\">\n<li><strong>Independent variable<\/strong> refers to a condition within an experiment that is manipulated by the scientist.<\/li>\n<li><strong>Dependent variable<\/strong> refers to an event or outcome of an experiment that might be affected by the manipulation of the independent variable.<\/li>\n<\/ul>\n<\/blockquote>\n<p>Scientific experimentation helps to determine the nature of the relationship between independent and <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/dependent+variable\/pop\">dependent variables<\/a>. While it is often difficult, or sometimes impossible, to manipulate a single <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/variable\/pop\">variable<\/a> in an <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiment<\/a>, scientists often work to minimize the number of variables being manipulated. For example, as we move from one location to another to get better cell reception, we likely change the orientation of our body, perhaps from south-facing to east-facing, or we hold the cell phone at a different angle. Which variable affected reception: location, orientation, or angle of the phone? It is critical that scientists understand which aspects of their experiment they are manipulating so that they can accurately determine the impacts of that <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/manipulation\/pop\">manipulation<\/a>. In order to constrain the possible <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/outcome\/pop\">outcomes<\/a> of an experimental procedure, most scientific experiments use a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/system\/pop\">system<\/a> of <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/control\/pop\">controls<\/a>.<\/p>\n<\/section>\n<section id=\"toc2_2\" class=\"article-section\">\n<h3>Controls: Negative, positive, and placebos<\/h3>\n<p>In a controlled study, a scientist essentially runs two (or more) parallel and simultaneous experiments: a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/treatment\/pop\">treatment<\/a> group, in which the effect of an experimental <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/manipulation\/pop\">manipulation<\/a> is observed on a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/dependent+variable\/pop\">dependent variable<\/a>, and a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/control\/pop\">control<\/a> group, which uses all of the same conditions as the first with the exception of the actual treatment. Controls can fall into one of two groups: <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/negative+control\/pop\">negative controls<\/a> and <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/positive+control\/pop\">positive controls<\/a>.<\/p>\n<p>In a negative <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/control\/pop\">control<\/a>, the control group is exposed to all of the experimental conditions except for the actual <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/treatment\/pop\">treatment<\/a>. The need to match all experimental conditions exactly is so great that, for example, in a trial for a new drug, the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/negative+control\/pop\">negative control<\/a> group will be given a pill or <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/liquid\/pop\">liquid<\/a> that looks exactly like the drug, except that it will not contain the drug itself, a control often referred to as a <em>placebo<\/em>. Negative controls allow scientists to measure the natural variability of the dependent variable(s), provide a means of measuring error in the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiment<\/a>, and also provide a baseline to measure against the experimental treatment.<\/p>\n<p>Some experimental designs also make use of positive <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/control\/pop\">controls<\/a>. A <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/positive+control\/pop\">positive control<\/a> is run as a parallel <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiment<\/a> and generally involves the use of an alternative <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/treatment\/pop\">treatment<\/a> that the researcher knows will have an effect on the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/dependent+variable\/pop\">dependent variable<\/a>. For example, when testing the effectiveness of a new drug for pain relief, a scientist might administer treatment placebo to one group of patients as a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/negative+control\/pop\">negative control<\/a>, and a known treatment like aspirin to a separate group of individuals as a positive control since the pain-relieving aspects of aspirin are well documented. In both cases, the controls allow scientists to <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/quantify\/pop\">quantify<\/a> background variability and reject alternative <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/hypothesis\/pop\">hypotheses<\/a> that might otherwise explain the effect of the treatment on the dependent <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/variable\/pop\">variable<\/a>.<\/p>\n<div class=\"comprehension-checkpoint\">\n<p class=\"leader\">Comprehension Checkpoint<\/p>\n<p class=\"question\">In an experiment, scientists try to manipulate as ________ variables as possible at a time.<\/p>\n<form class=\"question\" action=\"action\" id=\"cc5823\">\n<ul class=\"quiz-options\">\n<li class=\"option-a\"><label class=\"choice\" for=\"q1-5823-0-option-a\">many<\/label><\/li>\n<li class=\"option-b\"><label class=\"choice\" for=\"q1-5823-1-option-b\">few<\/label><\/li>\n<\/ul>\n<\/form>\n<\/div>\n<\/section>\n<section id=\"toc_3\" class=\"article-section\">\n<h2>Experimentation in practice: The case of Louis Pasteur<\/h2>\n<p>Well-controlled <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a> generally provide strong <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/evidence\/pop\">evidence<\/a> of causality, demonstrating whether the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/manipulation\/pop\">manipulation<\/a> of one <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/variable\/pop\">variable<\/a> causes a response in another variable. For example, as early as the 6th century <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/BCE\/pop\">BCE<\/a>, <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Anaximander\/pop\">Anaximander<\/a>, a Greek philosopher, speculated that life could be formed from a mixture of sea water, mud, and sunlight. The idea probably stemmed from the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/observation\/pop\">observation<\/a> of worms, mosquitoes, and other insects &#8220;magically&#8221; appearing in mudflats and other shallow areas. While the suggestion was challenged on a number of occasions, the idea that living microorganisms could be spontaneously generated from air persisted until the middle of the 18<sup>th<\/sup> century.<\/p>\n<p>In the 1750s, John Needham, a Scottish clergyman and naturalist, claimed to have proved that spontaneous <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/generation\/pop\">generation<\/a> does occur when he showed that microorganisms flourished in certain foods such as soup broth, even after they had been briefly boiled and covered. Several years later, the Italian abbot and biologist <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Spallanzani%2C+Lazzaro\/pop\">Lazzaro Spallanzani<\/a>, boiled soup broth for over an hour and then placed bowls of this soup in different conditions, sealing some and leaving others exposed to air. Spallanzani found that microorganisms grew in the soup exposed to air but were absent from the sealed soup. He therefore challenged Needham&#8217;s conclusions and hypothesized that microorganisms suspended in air settled onto the exposed soup but not the sealed soup, and rejected the idea of <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/spontaneous+generation\/pop\">spontaneous generation<\/a>.<\/p>\n<p>Needham countered, arguing that the growth of <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/bacteria\/pop\">bacteria<\/a> in the soup was not due to microbes settling onto the soup from the air, but rather because spontaneous generation required contact with an intangible &#8220;life force&#8221; in the air itself. He proposed that Spallanzani&#8217;s extensive boiling destroyed the &#8220;life force&#8221; present in the soup, preventing spontaneous generation in the sealed bowls but allowing air to replenish the life force in the open bowls. For several decades, scientists continued to <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/debate\/pop\">debate<\/a> the spontaneous generation <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/theory\/pop\">theory<\/a> of life, with support for the theory coming from several notable scientists including F\u00e9lix Pouchet and Henry Bastion. Pouchet, Director of the Rouen Museum of <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/natural+history\/pop\">Natural History<\/a> in France, and Bastion, a well-known British bacteriologist, argued that living <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/organism\/pop\">organisms<\/a> could spontaneously arise from chemical processes such as fermentation and putrefaction. The debate became so heated that in 1860, the French Academy of Sciences established the Alhumbert prize of 2,500 francs to the first person who could conclusively resolve the conflict. In 1864, <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Pasteur%2C+Louis\/pop\">Louis Pasteur<\/a> achieved that result with a series of well-controlled <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a> and in doing so claimed the Alhumbert prize.<\/p>\n<p>Pasteur prepared for his <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a> by studying the work of others that came before him. In fact, in April 1861 Pasteur wrote to Pouchet to obtain a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/research\/pop\">research<\/a> description that Pouchet had published. In this letter, Pasteur writes:<\/p>\n<blockquote>\n<div style=\"text-align: right;\">Paris, 3 April 1861<\/div>\n<p>Dear Colleague,<br \/>\nThe difference of our opinions on the famous question of spontaneous generation does not prevent me from esteeming highly your labor and praiseworthy efforts&#8230; The sincerity of these sentiments&#8230;permits me to have recourse to your obligingness in full confidence. I read with great care everything that you write on the subject that occupies both of us. Now, I cannot obtain a brochure that I understand you have just published&#8230;. I would be happy to have a copy of it because I am at present editing the totality of my observations, where naturally I criticize your assertions.<\/p>\n<div style=\"text-align: right;\">L. Pasteur (Porter, 1961)<\/div>\n<\/blockquote>\n<p>Pasteur received the brochure from Pouchet several days later and went on to conduct his own <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a>. In these, he repeated Spallanzani&#8217;s <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/method\/pop\">method<\/a> of boiling soup broth, but he divided the broth into portions and exposed these portions to different controlled conditions. Some broth was placed in flasks that had straight necks that were open to the air, some broth was placed in sealed flasks that were not open to the air, and some broth was placed into a specially designed set of swan-necked flasks, in which the broth would be open to the air but the air would have to travel a curved path before reaching the broth, thus preventing anything that might be present in the air from simply settling onto the soup (Figure 2). Pasteur then observed the response of the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/dependent+variable\/pop\">dependent variable<\/a> (the growth of microorganisms) in response to the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/independent+variable\/pop\">independent variable<\/a> (the design of the flask). Pasteur&#8217;s experiments contained both positive <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/control\/pop\">controls<\/a> (samples in the straight-necked flasks that he knew would become contaminated with microorganisms) and <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/negative+control\/pop\">negative controls<\/a> (samples in the sealed flasks that he knew would remain sterile). If spontaneous generation did indeed occur upon exposure to air, Pasteur hypothesized, microorganisms would be found in both the swan-neck flasks and the straight-necked flasks, but not in the sealed flasks. Instead, Pasteur found that microorganisms appeared in the straight-necked flasks, but not in the sealed flasks or the swan-necked flasks.<\/p>\n<figure><a title=\"Pasteur_flasks\" href=\"https:\/\/www.visionlearning.com\/img\/library\/large_images\/image_3805.jpg\"> <img decoding=\"async\" src=\"https:\/\/www.visionlearning.com\/img\/library\/modules\/mid150\/Image\/VLObject-3805-080915020915.jpg\" alt=\"Pasteur_flasks\" \/> <\/a><figcaption>Figure 2: Pasteur&#8217;s drawings of the flasks he used (Pasteur, 1861). Fig. 25 D, C, and B (top) show various sealed flasks (negative controls); Fig. 26 (bottom right) illustrates a straight-necked flask directly open to the atmosphere (positive control); and Fig. 25 A (bottom left) illustrates the specially designed swan-necked flask (treatment group).<\/figcaption><\/figure>\n<p>By using <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/control\/pop\">controls<\/a> and replicating his <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiment<\/a> (he used more than one of each type of flask), Pasteur was able to answer many of the questions that still surrounded the issue of spontaneous generation. Pasteur said of his experimental design, &#8220;I affirm with the most perfect sincerity that I have never had a single experiment, arranged as I have just explained, which gave me a doubtful result&#8221; (Porter, 1961). Pasteur&#8217;s work helped refute the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/theory\/pop\">theory<\/a> of spontaneous generation \u2013 his experiments showed that air alone was not the cause of bacterial growth in the flask, and his <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/research\/pop\">research<\/a> supported the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/hypothesis\/pop\">hypothesis<\/a> that live microorganisms suspended in air could settle onto the broth in open-necked flasks via <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/gravity\/pop\">gravity<\/a>.<\/p>\n<div class=\"comprehension-checkpoint\">\n<p class=\"leader\">Comprehension Checkpoint<\/p>\n<p class=\"question\">Experiments can provide evidence about whether changing one component of a system <em>causes<\/em> a response.<\/p>\n<form class=\"question\" action=\"action\" id=\"cc5825\">\n<ul class=\"quiz-options\">\n<li class=\"option-a\"><label class=\"choice\" for=\"q1-5825-0-option-a\">True.<\/label><\/li>\n<li class=\"option-b\"><label class=\"choice\" for=\"q1-5825-1-option-b\">False.<\/label><\/li>\n<\/ul>\n<\/form>\n<\/div>\n<\/section>\n<section id=\"toc_4\" class=\"article-section\">\n<h2>Experimentation across disciplines<\/h2>\n<p>Experiments are used across all scientific disciplines to investigate a multitude of questions. In some cases, scientific <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a> are used for exploratory purposes in which the scientist does not know what the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/dependent+variable\/pop\">dependent variable<\/a> is. In this type of experiment, the scientist will manipulate an <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/independent+variable\/pop\">independent variable<\/a> and observe what the effect of the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/manipulation\/pop\">manipulation<\/a> is in order to identify a dependent <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/variable\/pop\">variable<\/a> (or variables). Exploratory experiments are sometimes used in nutritional biology when scientists probe the function and purpose of dietary <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/nutrient\/pop\">nutrients<\/a>. In one approach, a scientist will expose one group of animals to a normal diet, and a second group to a similar diet except that it is lacking a specific vitamin or nutrient. The researcher will then observe the two groups to see what specific physiological changes or medical problems arise in the group lacking the nutrient being studied.<\/p>\n<p>Scientific <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a> are also commonly used to <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/quantify\/pop\">quantify<\/a> the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/magnitude\/pop\">magnitude<\/a> of a relationship between two or more <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/variable\/pop\">variables<\/a>. For example, in the fields of pharmacology and toxicology, scientific experiments are used to determine the dose-response relationship of a new drug or chemical. In these approaches, researchers perform a series of experiments in which a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/population\/pop\">population<\/a> of <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/organism\/pop\">organisms<\/a>, such as laboratory mice, is separated into groups and each group is exposed to a different amount of the drug or chemical of interest. The <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/analysis\/pop\">analysis<\/a> of the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/data\/pop\">data<\/a> that result from these experiments (see our <a href=\"https:\/\/www.visionlearning.com\/library\/module_viewer.php?mid=154\">Data Analysis and Interpretation<\/a> module) involves comparing the degree of the organism&#8217;s response to the dose of the substance administered.<\/p>\n<p><a name=\"Mice\" id=\"Mice\"><\/a>In this context, <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a> can provide additional <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/evidence\/pop\">evidence<\/a> to complement other <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/research\/pop\">research<\/a> <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/method\/pop\">methods<\/a>. For example, in the 1950s a great <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/debate\/pop\">debate<\/a> ensued over whether or not the chemicals in cigarette smoke cause cancer. Several researchers had conducted <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/comparative\/pop\">comparative<\/a> studies (see our <a href=\"https:\/\/www.visionlearning.com\/library\/module_viewer.php?mid=152\">Comparison in Scientific Research<\/a> module) that indicated that patients who smoked had a higher <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/probability\/pop\">probability<\/a> of developing lung cancer when compared to nonsmokers. Comparative studies differ slightly from experimental methods in that you do not consciously manipulate a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/variable\/pop\">variable<\/a>; rather you observe differences between two or more groups depending on whether or not they fall into a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/treatment\/pop\">treatment<\/a> or <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/control\/pop\">control<\/a> group. Cigarette companies and lobbyists criticized these studies, suggesting that the relationship between smoking and lung cancer was coincidental. Several researchers noted the need for a clear dose-response study; however, the difficulties in getting cigarette smoke into the lungs of laboratory animals prevented this research. In the mid-1950s, Ernest Wynder and colleagues had an ingenious idea: They condensed the chemicals from cigarette smoke into a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/liquid\/pop\">liquid<\/a> and applied this in various doses to the skin of groups of mice. The researchers published <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/data\/pop\">data<\/a> from a dose-response experiment of the effect of tobacco smoke <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/condensate\/pop\">condensate<\/a> on mice (Wynder et al., 1957).<\/p>\n<p>As seen in Figure 3, the researchers found a positive relationship between the amount of <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/condensate\/pop\">condensate<\/a> applied to the skin of mice and the number of cancers that developed. The graph shows the results of a study in which different groups of mice were exposed to increasing amounts of cigarette tar. The black dots indicate the percentage of each sample group of mice that developed cancer for a given amount cigarette smoke &#8220;condensate&#8221; applied to their skin. The vertical lines are error bars, showing the amount of <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/uncertainty\/pop\">uncertainty<\/a>. The graph shows generally increasing cancer rates with greater exposure. This study was one of the first pieces of experimental <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/evidence\/pop\">evidence<\/a> in the cigarette smoking <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/debate\/pop\">debate<\/a>, and it helped strengthen the case for cigarette smoke as the causative agent in lung cancer in smokers.<\/p>\n<figure class=\"centered\"><a title=\"Cigarette exposure graph\" href=\"https:\/\/www.visionlearning.com\/img\/library\/large_images\/image_3806.jpg\"> <img decoding=\"async\" src=\"https:\/\/www.visionlearning.com\/img\/library\/modules\/mid150\/Image\/VLObject-3806-080915020917.jpg\" alt=\"Cigarette exposure graph\" \/> <\/a><figcaption>Figure 3: Percentage of mice with cancer versus the amount cigarette smoke &#8220;condensate&#8221; applied to their skin (source: Wynder et al., 1957).<\/figcaption><\/figure>\n<p>Sometimes experimental approaches and other <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/research\/pop\">research<\/a> <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/method\/pop\">methods<\/a> are not clearly distinct, or scientists may even use multiple research approaches in combination. For example, at 1:52 a.m. EDT on July 4, 2005, scientists with the National Aeronautics and Space Administration (NASA) conducted a study in which a 370 kg spacecraft named Deep Impact was purposely slammed into passing comet Tempel 1. A nearby spacecraft observed the impact and radioed <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/data\/pop\">data<\/a> back to Earth. The research was partially descriptive in that it documented the chemical composition of the comet, but it was also partly experimental in that the effect of slamming the Deep Impact probe into the comet on the volatilization of previously undetected <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/compound\/pop\">compounds<\/a>, such as water, was assessed (A&#8217;Hearn et al., 2005). It is particularly common that experimentation and description overlap: Another example is <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Goodall%2C+Jane\/pop\">Jane Goodall<\/a>&#8216;s research on the behavior of chimpanzees, which can be read in our <a href=\"https:\/\/www.visionlearning.com\/library\/module_viewer.php?mid=151#Goodall\">Description in Scientific Research<\/a> module.<\/p>\n<div class=\"comprehension-checkpoint\">\n<p class=\"leader\">Comprehension Checkpoint<\/p>\n<p class=\"question\">In science, experiments are commonly used to<\/p>\n<form class=\"question\" action=\"action\" id=\"cc5828\">\n<ul class=\"quiz-options\">\n<li class=\"option-a\"><label class=\"choice\" for=\"q1-5828-0-option-a\">quantify the relationship between variables.<\/label><\/li>\n<li class=\"option-b\"><label class=\"choice\" for=\"q1-5828-1-option-b\">compare smokers and nonsmokers.<\/label><\/li>\n<\/ul>\n<\/form>\n<\/div>\n<\/section>\n<section id=\"toc_5\" class=\"article-section\">\n<h2>Limitations of experimental methods<\/h2>\n<figure><a title=\"Comet Tempel\" href=\"https:\/\/www.visionlearning.com\/img\/library\/large_images\/image_3807.jpg\"> <img loading=\"lazy\" decoding=\"async\" class=\"\" src=\"https:\/\/www.visionlearning.com\/img\/library\/modules\/mid150\/Image\/VLObject-3807-080915020922.jpg\" alt=\"Comet Tempel\" width=\"576\" height=\"576\" \/> <\/a><figcaption>Figure 4: An image of comet Tempel 1 67 seconds after collision with the Deep Impact impactor. <em>Image credit: NASA\/JPL-Caltech\/UMD http:\/\/deepimpact.umd.edu\/gallery\/HRI_937_1.html <\/em> <span class=\"credit\">image \u00a9 NASA\/JPL-Caltech\/UMD<\/span><\/figcaption><\/figure>\n<p>While scientific <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a> provide invaluable <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/data\/pop\">data<\/a> regarding causal relationships, they do have limitations. One criticism of experiments is that they do not necessarily represent real-world situations. In order to clearly identify the relationship between an <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/independent+variable\/pop\">independent variable<\/a> and a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/dependent+variable\/pop\">dependent variable<\/a>, experiments are designed so that many other contributing <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/variable\/pop\">variables<\/a> are fixed or eliminated. For example, in an experiment designed to <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/quantify\/pop\">quantify<\/a> the effect of vitamin A dose on the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/metabolism\/pop\">metabolism<\/a> of beta-carotene in humans, Shawna Lemke and colleagues had to precisely <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/control\/pop\">control<\/a> the diet of their human volunteers (Lemke, Dueker et al. 2003). They asked their participants to limit their intake of foods rich in vitamin A and further asked that they maintain a precise log of all foods eaten for 1 week prior to their study. At the time of their study, they controlled their participants&#8217; diet by feeding them all the same meals, described in the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/method\/pop\">methods<\/a> section of their <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/research\/pop\">research<\/a> article in this way:<\/p>\n<blockquote><p>Meals were controlled for time and content on the dose administration day. Lunch was served at 5.5 h postdosing and consisted of a frozen dinner (Enchiladas, Amy&#8217;s Kitchen, Petaluma, CA), a blueberry bagel with jelly, 1 apple and 1 banana, and a large chocolate chunk cookie (Pepperidge Farm). Dinner was served 10.5 h post dose and consisted of a frozen dinner (Chinese Stir Fry, Amy&#8217;s Kitchen) plus the bagel and fruit taken for lunch.<\/p><\/blockquote>\n<p>While this is an important aspect of making an <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiment<\/a> manageable and informative, it is often not representative of the real world, in which many <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/variable\/pop\">variables<\/a> may change at once, including the foods you eat. Still, experimental <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/research\/pop\">research<\/a> is an excellent way of determining relationships between variables that can be later validated in real world settings through descriptive or <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/comparative\/pop\">comparative<\/a> studies.<\/p>\n<p>Design is critical to the success or failure of an <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiment<\/a>. Slight variations in the experimental set-up could strongly affect the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/outcome\/pop\">outcome<\/a> being measured. For example, during the 1950s, a number of experiments were conducted to evaluate the toxicity in mammals of the metal molybdenum, using rats as experimental <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/subject\/pop\">subjects<\/a>. Unexpectedly, these experiments seemed to indicate that the type of cage the rats were housed in affected the toxicity of molybdenum. In response, G. Brinkman and Russell Miller set up an experiment to investigate this <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/observation\/pop\">observation<\/a> (Brinkman &amp; Miller, 1961). Brinkman and Miller fed two groups of rats a normal diet that was supplemented with 200 parts per million (ppm) of molybdenum. One group of rats was housed in galvanized steel (steel coated with zinc to reduce corrosion) cages and the second group was housed in stainless steel cages. Rats housed in the galvanized steel cages suffered more from molybdenum toxicity than the other group: They had higher <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/concentration\/pop\">concentrations<\/a> of molybdenum in their livers and lower blood hemoglobin levels. It was then shown that when the rats chewed on their cages, those housed in the galvanized metal cages absorbed zinc plated onto the metal bars, and zinc is now known to affect the toxicity of molybdenum. In order to <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/control\/pop\">control<\/a> for zinc exposure, then, stainless steel cages needed to be used for all rats.<\/p>\n<p>Scientists also have an obligation to adhere to ethical limits in designing and conducting <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a>. During World War II, doctors working in Nazi Germany conducted many heinous experiments using human <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/subject\/pop\">subjects<\/a>. Among them was an experiment meant to identify effective <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/treatment\/pop\">treatments<\/a> for hypothermia in humans, in which <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/concentration\/pop\">concentration<\/a> camp prisoners were forced to sit in ice water or left naked outdoors in freezing temperatures and then re-warmed by various means. Many of the exposed victims froze to death or suffered permanent injuries. As a result of the Nazi experiments and other unethical <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/research\/pop\">research<\/a>, strict scientific ethical standards have been adopted by the United States and other governments, and by the scientific community at large. Among other things, ethical standards (see our <a href=\"https:\/\/www.visionlearning.com\/library\/module_viewer.php?mid=161\">Scientific Ethics<\/a> module) require that the benefits of research outweigh the risks to human subjects, and those who participate do so voluntarily and only after they have been made fully aware of all the risks posed by the research. These guidelines have far-reaching effects: While the clearest indication of causation in the cigarette smoke and lung cancer <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/debate\/pop\">debate<\/a> would have been to design an experiment in which one group of people was asked to take up smoking and another group was asked to refrain from smoking, it would be highly unethical for a scientist to purposefully expose a group of healthy people to a suspected cancer causing agent. As an alternative, <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/comparative\/pop\">comparative<\/a> studies (see our <a href=\"https:\/\/www.visionlearning.com\/library\/module_viewer.php?mid=152\">Comparison in Scientific Research<\/a> module) were initiated in humans, and experimental studies focused on animal subjects. The combination of these and other studies provided even stronger <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/evidence\/pop\">evidence<\/a> of the link between smoking and lung cancer than either one <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/method\/pop\">method<\/a> alone would have.<\/p>\n<div class=\"comprehension-checkpoint\">\n<p class=\"leader\">Comprehension Checkpoint<\/p>\n<p class=\"question\">Every experiment precisely replicates a real-world situation.<\/p>\n<form class=\"question\" action=\"action\" id=\"cc5831\">\n<ul class=\"quiz-options\">\n<li class=\"option-a\"><label class=\"choice\" for=\"q1-5831-0-option-a\">True<\/label><\/li>\n<li class=\"option-b\"><label class=\"choice\" for=\"q1-5831-1-option-b\">False<\/label><\/li>\n<\/ul>\n<\/form>\n<\/div>\n<\/section>\n<section id=\"toc_6\" class=\"article-section\">\n<h2>Experimentation in modern practice<\/h2>\n<p>Like all scientific <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/research\/pop\">research<\/a>, the results of <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a> are shared with the scientific community, are built upon, and inspire additional experiments and research. For example, once <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Alhazen\/pop\">Alhazen<\/a> established that <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/light\/pop\">light<\/a> given off by objects enters the human eye, the natural question that was asked was &#8220;What is the nature of light that enters the human eye?&#8221; Two common <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/theory\/pop\">theories<\/a> about the nature of light were debated for many years. Sir <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Isaac+Newton\/pop\">Isaac Newton<\/a> was among the principal proponents of a <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/theory\/pop\">theory<\/a> suggesting that light was made of small <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/particle\/pop\">particles<\/a>. The English naturalist <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Hooke%2C+Robert\/pop\">Robert Hooke<\/a> (who held the interesting title of Curator of Experiments at the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Royal+Society+of+London\/pop\">Royal Society<\/a> of London) supported a different theory stating that light was a type of wave, like sound <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/waves\/pop\">waves<\/a>. In 1801, <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Young%2C+Thomas\/pop\">Thomas Young<\/a> conducted a now classic scientific experiment that helped resolve this <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/controversy\/pop\">controversy<\/a>. Young, like Alhazen, worked in a darkened room and allowed light to enter only through a small hole in a window shade (Figure 5). Young refocused the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/beam\/pop\">beam<\/a> of light with mirrors and split the beam with a paper-thin card. The split light beams were then projected onto a screen, and formed an alternating light and dark banding pattern \u2013 that was a sign that light was indeed a wave (see our <a href=\"https:\/\/www.visionlearning.com\/library\/module_viewer.php?mid=132\">Light I: Particle or Wave?<\/a> module).<\/p>\n<figure><img decoding=\"async\" src=\"https:\/\/www.visionlearning.com\/img\/library\/modules\/mid150\/Image\/VLObject-3391-050628030631.jpg\" alt=\"Young Experiment Illustration\" \/><figcaption>Figure 5: Young&#8217;s split-light beam experiment helped clarify the wave nature of light.<\/figcaption><\/figure>\n<p>Approximately 100 years later, in 1905, new <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a> led <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Einstein%2C+Albert\/pop\">Albert Einstein<\/a> to conclude that <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/light\/pop\">light<\/a> exhibits properties of both <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/waves\/pop\">waves<\/a> and <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/particle\/pop\">particles<\/a>. Einstein&#8217;s dual wave-particle <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/theory\/pop\">theory<\/a> is now generally accepted by scientists.<\/p>\n<p>Experiments continue to help refine our understanding of <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/light\/pop\">light<\/a> even today. In addition to his wave-particle <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/theory\/pop\">theory<\/a>, Einstein also proposed that the speed of light was unchanging and absolute. Yet in 1998 a group of scientists led by <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Hau%2C+Lene\/pop\">Lene Hau<\/a> showed that light could be slowed from its normal speed of 3 x 10<sup>8<\/sup> meters per second to a mere 17 meters per second with a special experimental apparatus (Hau et al., 1999). The series of <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/experiment\/pop\">experiments<\/a> that began with <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/Alhazen\/pop\">Alhazen<\/a>&#8216;s work 1000 years ago has led to a progressively deeper understanding of the nature of light. Although the tools with which scientists conduct experiments may have become more complex, the <a class=\"term\" title=\"\" href=\"https:\/\/www.visionlearning.com\/en\/glossary\/view\/principle\/pop\">principles<\/a> behind controlled experiments are remarkably similar to those used by Pasteur and Alhazen hundreds of years ago.<\/p>\n<\/section>\n<section id=\"toc-999\" class=\"article-section\">\n<h3>Summary<\/h3>\n<p>Manipulating and controlling variables are key aspects that set experimentation apart from other scientific research methods. This module highlights the principles of experimentation through examples from history, including the work of Alhazen in 1000 CE and Louis Pasteur in the 1860s.<\/p>\n<h3>Key Concepts<\/h3>\n<ul class=\"bulleted\">\n<li>Experimentation is a research method in which one or more variables are consciously manipulated and the outcome or effect of that manipulation on other variables is observed.<\/li>\n<li>Experimental designs often make use of controls that provide a measure of variability within a system and a check for sources of error.<\/li>\n<li>Experimental methods are commonly applied to determine causal relationships or to quantify the magnitude of response of a variable.<\/li>\n<\/ul>\n<\/section>\n<footer>\n<ul class=\"indented links\">\n<li>\n<h5>Further Reading<\/h5>\n<\/li>\n<li><a href=\"https:\/\/www.visionlearning.com\/en\/library\/Process-of-Science\/49\/Modeling-in-Scientific-Research\/153\">Modeling in Scientific Research<\/a><\/li>\n<li><a href=\"https:\/\/www.visionlearning.com\/en\/library\/Process-of-Science\/49\/Description-in-Scientific-Research\/151\">Description in Scientific Research<\/a><\/li>\n<li><a href=\"https:\/\/www.visionlearning.com\/en\/library\/Process-of-Science\/49\/Comparison-in-Scientific-Research\/152\">Comparison in Scientific Research<\/a><\/li>\n<\/ul>\n<p><a name=\"refs\" id=\"refs\"><\/a><\/p>\n<ul class=\"indented list\">\n<li>\n<h5>References<\/h5>\n<\/li>\n<li>Agar, D. (2001). <em>Arabic studies in physics and astronomy during 800-1400 AD<\/em>. Retrieved August 1, 2007, from the University of Jyv\u00e4skyl\u00e4.<\/li>\n<li>A&#8217;Hearn, M. F., Belton, M. J. S., Delamere, W. A., Kissel, J., Klaasen, K. P., McFadden, L. A., . . . White, R. L. (2005). Deep Impact: Excavating comet Tempel 1. <em>Science, 310<\/em>(5746), 258.<\/li>\n<li>Alberts, B., Johnson, A., Lewis, J., Raff, M., Roberts, K., &amp; Walter, P. (2002). <em>Molecular biology of the cell<\/em> (4th ed.), London: Taylor &amp; Francis.<\/li>\n<li>Bajcsy, M., Zibrov, A. S., &amp; Lukin, M. D. (2003). Stationary pulses of light in an atomic medium. <em>Nature 426,<\/em> 638-641.<\/li>\n<li>Brinkman, G. L., &amp; Miller, R. F. (1961). Influence of cage type and dietary zinc oxide upon molybdenum toxicity. <em>Science, 134<\/em>(3489), 1531.<\/li>\n<li>Corbie-Smith, G. (1999). The continuing legacy of the Tuskegee Syphilis Study. <em>American Journal of the Medical Sciences 317<\/em>(1), 5-8.<\/li>\n<li>Department of Health and Human Services. (Revised January 15, 2009). Code of Federal Regulations, 45 CFR \u00a746, Protection of Human Subjects.<\/li>\n<li>Fankhauser, D. B., &amp; Stein Carter, J. (2004). <a href=\"http:\/\/biology.clc.uc.edu\/courses\/bio114\/spontgen%20intro.htm\"><em>Spontaneous generation<\/em><\/a>. Retrieved August 1, 2007, from the Clermont College Biology Department.<\/li>\n<li>Gorini, R. (2003). <a href=\"http:\/\/www.ishim.net\/ishimj\/4\/10.pdf\">Al-Haytham the man of experience. First steps in the science of vision<\/a>. <em>Journal of the International Society for the History of Islamic Medicine, 2<\/em>(4), 53-55.<\/li>\n<li>Hau, L. V., Harris, S. E., Dutton, Z., &amp; Behroozi, C. H. (1999). Light speed reduction to 17 metres per second in an ultracold atomic gas. <em>Nature, 397,<\/em> 594-598.<\/li>\n<li>Kent, J. (2006, January).<a href=\"http:\/\/cnx.org\/content\/m13245\/1.1\/.\"> <em>The Impact of the scientific revolution: A brief history of the experimental method in the 17th century<\/em><\/a>. Retrieved August 1, 2007, from <em>Connexions.<\/em><\/li>\n<li>Lemke S. L., Dueker, S. R., Follett, J. R., Lin, Y., Carkeet, C., Buchholz, B. A., Vogel, J. S., &amp; Clifford, A. J.(2003). Absorption and retinol equivalence of beta-carotene in humans is influenced by dietary vitamin A intake. <em>Journal of Lipid Research, 44<\/em>(8), 1591-600.<\/li>\n<li>O&#8217;Connor, J. J., &amp; Robertson, E. F. (2002). <a href=\"http:\/\/www-history.mcs.st-and.ac.uk\/HistTopics\/Light_1.html\"><em>Light through the ages: Ancient Greece to Maxwell<\/em><\/a>. Retrieved August 1, 2007, from the MacTutor History of Mathematics Archive, School of Mathematics and Statistics, University of St. Andrews, Scotland.<\/li>\n<li>O&#8217;Connor, J. J., &amp; Robertson, E. F. (1999). <a href=\"http:\/\/www-history.mcs.st-and.ac.uk\/Biographies\/Al-Haytham.html\"><em>Abu Ali al-Hasan ibn al-Haytham<\/em><\/a>. Retrieved August 1, 2007, from the MacTutor History of Mathematics Archive, School of Mathematics and Statistics, University of St. Andrews, Scotland.<\/li>\n<li>Pasteur, L. (1861). Sur les corpuscules organizes qui existent dans l&#8217;atmosph\u00e8re. Examen de la doctrine des g\u00e9n\u00e9rations spontan\u00e9es. (Legon profess\u00e9e \u00e1 la Societ\u00e9 chimique de Paris, le 19 mai). M\u00e9moire sur les corpuscules organis\u00e9s qui existent en suspension dans l&#8217;atmosph\u00e8re. Examen de la doctrine des g\u00e9n\u00e9rations spontan\u00e9es (Extrait). <em>Comptes rendus, 52<\/em>(1), 1142-1143, 3 juin. M\u00e9moire sur les corpuscules organis\u00e9s qui existent dans l&#8217;atmosph\u00e8re. Examen de la doctrine des g\u00e9n\u00e9rations spontan\u00e9es. <em>Annales des sciences naturelles<\/em> (partie zoologique) (S\u00e9r. 4) 16, 5-98.<\/li>\n<li>Porter, J. R. (1961). Louis Pasteur: Achievements and disappointments, 1861. <em>Bacteriology Reviews, 25<\/em>(4), 389\u2013403.<\/li>\n<li>Reuben, A. (2004). Au <em>Conn<\/em>traire, professeur Pasteur! <em>Hepatology 40<\/em>(6), 1478-1482.<\/li>\n<li>Wynder, E. L., Kopf, P., &amp; Ziegler, H. (1957). A study of tobacco carcinogenesis: II. Dose-response studies. <em>Cancer 10<\/em>(6).<\/li>\n<\/ul>\n<\/footer>\n","protected":false},"author":51812,"menu_order":4,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-79","chapter","type-chapter","status-publish","hentry"],"part":49,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-generalscience\/wp-json\/pressbooks\/v2\/chapters\/79","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-generalscience\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-generalscience\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-generalscience\/wp-json\/wp\/v2\/users\/51812"}],"version-history":[{"count":1,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-generalscience\/wp-json\/pressbooks\/v2\/chapters\/79\/revisions"}],"predecessor-version":[{"id":80,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-generalscience\/wp-json\/pressbooks\/v2\/chapters\/79\/revisions\/80"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-generalscience\/wp-json\/pressbooks\/v2\/parts\/49"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-generalscience\/wp-json\/pressbooks\/v2\/chapters\/79\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-generalscience\/wp-json\/wp\/v2\/media?parent=79"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-generalscience\/wp-json\/pressbooks\/v2\/chapter-type?post=79"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-generalscience\/wp-json\/wp\/v2\/contributor?post=79"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-hccc-generalscience\/wp-json\/wp\/v2\/license?post=79"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}