At ESM we talk a lot about the process of science. You make observations, and define a problem to investigate. You formulate hypotheses to explain the observed phenomena. You pick one variable at a time, and you test. You evaluate, and re-test. It is a simple and powerful way to advance understanding.
An alternative approach is to look at a problem and select a solution that has worked on a similar problem in the past. Or you create a solution based on what seems logical. You don't have to test, because you've decided in advance that your solution is the right one. E.g., you ask custodians to flush sinks at night to lower the copper concentration. The implicit hypothesis: flushing at 9pm will keep levels below the threshold through the next day. If we test that hypothesis, which requires a few minutes and a $1 test, the hypothesis is not supported. Re-test: is the re-contamination after flushing a general problem, or unique to one tap? I haven't done this yet. E.g., you place a filter on a contaminated tap. Implicit hypothesis: the filter will reduce the copper concentration below the threshold. If we test that hypothesis, again in a few minutes for $1, the hypothesis is not supported. E.g., Sampling reveals that cold water collected at many taps has excessive copper. Implicit hypothesis: copper is a problem unique to the cold water plumbing. If we test that hypothesis, we find that hot water taps are indeed contaminated. Follow-up: will taps that passed the test with cold water also pass with hot water? Yet to test. E.g., you place signs asking users to flush for one minute before washing hands (I've stated before that this is silly - copper has no effect with skin exposure). In any case, the implicit hypothesis is: users will always use signs and follow the direction. That one would be pretty easy to test. As would the hypothesis: Compliance with the flushing protocol will be lower for children that cannot read.
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AuthorDavid Cappaert, Resident Scientist, Environmental Sciences Magnet school Entries in order
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