IDENTIFY VARIABLES

IN A PROBLEM
Most Essential Learning Competency:

 Identify variables in a problem.

Objectives:

 Define dependent and independent variables.

 Identify the independent, dependent variable, constant
group, and control group.
 Give examples of the independent, dependent, constant,
and control group.
VARIABLES
 A variable must be able to vary or have different values.

 Example
 Gender is a variable because it has 2 values, female and
male.
 Age is a variable that has a large number of values.
 Type of treatment/intervention is a variable if there is more
than one treatment and a control group.
Identifying Variables
 Variables are the factors in an experiment that change or
potentially change.
 Types of Variables

 Independent (cause)
 Dependent (effect)
INDEPENDENT VARIABLES
 A variable that the experimenter purposely changes or
manipulates.
 It is the cause, input, or what is being done during the
experiment.
DEPENDENT VARIABLES
 A variable that changes in response to the changes in the
independent variable.
 It is the effect, output, or what happens during the
experiment.
CONTROL GROUP
 Used to establish a cause-and-effect relationship by
isolating the effect of an independent variable.

 Researchers change the independent variable in the

treatment group and keep it constant in the control
group. Then they compare the results of these groups.
DIRECTIONS:

Read the following experiments carefully. Identify

the variables for each experiment., the independent,
dependent and controlled variables.
Ex. Smithers thinks that special juice will increase the
productivity of workers. He creates two groups of 50 workers
each and assigns each group the same task (in this case,
they're supposed to staple a set of papers). Group A is given the
special juice to drink while they work. Group B is not given
special juice. After an hour, Smithers counts how many stacks
of papers each group has made. Group A made 1,587 stapled
set of papers while group B made 2,113 stapled set of papers.
Ex. Smithers thinks that special juice will increase the
productivity of workers. He creates two groups of 50 workers
each and assigns each group the same task (in this case,
they're supposed to staple a set of papers). Group A is given the
special juice to drink while they work. Group B is not given
special juice. After an hour, Smithers counts how many stacks
of papers each group has made. Group A made 1,587 stapled
set of papers while group B made 2,113 stapled set of papers.

Independent Variable: Special Juice

Dependent Variable: Number of stapled set of papers
Control Group: Group B
1. Homer notices that his shower is covered in a strange green
slime. His friend Barney tells him that coconut juice will get rid
of the green slime. Homer decides to check this out by spraying
half of the shower with coconut juice. He sprays the other half
of the shower with water. After 3 days of "treatment", there is
no change in the appearance of the green slime on either side
of the shower.
1. Homer notices that his shower is covered in a strange green
slime. His friend Barney tells him that coconut juice will get rid
of the green slime. Homer decides to check this out by spraying
half of the shower with coconut juice. He sprays the other half
of the shower with water. After 3 days of "treatment", there is
no change in the appearance of the green slime on either side
of the shower.

Independent Variable: Sprayed coconut juice

Dependent Variable: Change in appearance of the green
slime
Control Group: Part of shower not sprayed with coconut
juice
2. Bart believes that mice exposed to microwaves will become
extra strong. He decides to perform this experiment by
exposing 10 mice in a microwave for 10 seconds. He compared
these 10 mice to another 10 mice that had not been exposed.
His test consisted of a heavy block of wood that blocked the
mouse food. He found that 8 out of 10 of the microwaved mice
were able to push the block away. 7 out of 10 of the non-
microwaved mice were able to do the same.
2. Bart believes that mice exposed to microwaves will become
extra strong. He decides to perform this experiment by
exposing 10 mice in a microwave for 10 seconds. He compared
these 10 mice to another 10 mice that had not been exposed.
His test consisted of a heavy block of wood that blocked the
mouse food. He found that 8 out of 10 of the microwaved mice
were able to push the block away. 7 out of 10 of the non-
microwaved mice were able to do the same.
Independent Variable: Exposure to microwave
Dependent Variable: Strength to push the heavy block of
wood
Control Group: Mice not exposed to microwave
3. Kristy was told that a certain anti-itch powder was the
newest best thing on the market; it even claims to cause faster
relief from itching. Interested in this product, she buys the
anti-itch powder and compares it to his usual product. One
test subject (A) is sprinkled with the original anti-itch powder,
and another test subject (B) was sprinkled with the
experimental anti-itch powder. Subject A reported relief from
itching after 1 minute while subject B reported relief from
itching after 3 minutes.
3. Kristy was told that a certain anti-itch powder was the
newest best thing on the market; it even claims to cause faster
relief from itching. Interested in this product, she buys the
anti-itch powder and compares it to his usual product. One
test subject (A) is sprinkled with the original anti-itch powder,
and another test subject (B) was sprinkled with the
experimental anti-itch powder. Subject A reported relief from
itching after 1 minute while subject B reported relief from
itching after 3 minutes.

Independent Variable: Anti-itch powder

Dependent Variable: Relief from itching
Control Group: subject B using the usual anti-itch powder
4. Pea plant were given different amounts of water for a three-
week period. The first pea plant receives 400 mL. The second
pea plant receives 200 mL. The third pea plant receives 100
mL. The fourth pea plant does not receive any extra water; the
plant only receives natural ways of receiving water. The height
of the pea plant is recorded daily.
4. Pea plant were given different amounts of water for a three-
week period. The first pea plant receives 400 mL. The second
pea plant receives 200 mL. The third pea plant receives 100
mL. The fourth pea plant does not receive any extra water; the
plant only receives natural ways of receiving water. The height
of the pea plant is recorded daily.

Independent Variable: Amount of water

Dependent Variable: Height of pea plant
Control Group: Fourth pea plant not receiving extra water
5. Three redwood trees are kept at different humidity levels
inside a greenhouse for 12 weeks. One tree is left outside to
normal conditions. Height of the tree is measured once a week.
5. Three redwood trees are kept at different humidity levels
inside a greenhouse for 12 weeks. One tree is left outside to
normal conditions. Height of the tree is measured once a week.

Independent Variable: Humidity levels

Dependent Variable: Height of the tree
Control Group: Tree left under the normal condition
IDENTIFYING VARIABLES
Research Question: What effect does daily use of Twitter have on
the attention span of 12–16-year-olds?

Independent Variable: daily use of Twitter

Dependent Variable: attention span of 12–16-year-olds

IDENTIFYING VARIABLES
Research Question: Do tomatoes grow fastest under fluorescent,
incandescent, or natural light?

Independent Variable: type of light the tomato plant is grown

under
Dependent Variable: rate of growth of the tomato plant
IDENTIFYING VARIABLES
Research Question: What is the effect of diet and regular soda on
blood sugar levels?

Independent Variable: type of soda you drink

Dependent Variable: blood sugar levels

IDENTIFYING VARIABLES
Research Question: What is the effect of diet and regular soda on
blood sugar levels?

Independent Variable: type of soda you drink

Dependent Variable: blood sugar levels