Reading-Graphs-and-Reasoning---I.

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%20plan.docx" 1 PLAN
Teacher Name Class Subject Duration Date

Farah Rizvi VIII Biology 45x5 Day1

minutes/5periods

Topic:Solving the biological problem Sub Topic : Biological Method

SLOs: Students will be able toExplain steps involved in the biological method, i.e. recognition of a
biological problem, observation (qualitative and quantitative), building up hypotheses, drawing
deductions, devising experiments, inferring results, proposing theory and putting forward law/
principle (take any 2 relevant examples);

Prior Knowledge: Day 1

Students knew that certain problems we face in our daily life are related to the biological sciences.

Material Required

White board , markers ,

Biology for class IX Textbook of Biology Grade 9. National Book Foundation, Islamabad..

Time
(Min):5minutes

Introduction/Motivation

.Teacher will tell the story of Mary Mallan about the spread of the Typhoid diseases and will

ask the students few questions

Q.Can you tell about the topic of the story ?

Q. What was the problem in this story ?

Q.What steps did the people take to solve this problem ?

Time (Min):25

Developmental Activity

Teacher will give some guided questions to students and asked them how they can solves these

problems. Teacher will explain the stages involve in solving the problems. She will discuss about the

problem and the observation. And on the basis of observation they will be asked to develop the

hypothesis from the given examples.

Time (Min):10

Concluding Activity/Questions/Worksheet

Teacher will provide t he work sheet to the students.

Comments/Suggestions

Assessment Outstanding V. Good Satisfactory Needs Improvement

Teacher’s Sign Coordinator’s Sign

WORK SHEET :1
Topic: The scientific Method
Mr. Smith challenged his eight graders to work in groups to make a tower out of
cards .At first they did not under stand what this challenge had to do with .
……………………………. In the first group Joe started by leaning two cards
against one another .Jolie wanted to use four cards to start with a square .Wow !
exclaimed Mr. Smith. You both have a different……………….. for how to build
a tower.What can you do to work together? . The second group asked the
………………….. . “How many of cards will each of us need ?”. They began their
………………………… with two card each.The third group asked Mr. Smith if
they could look it on the internet .When Mr. Smith look at them funny ,they
replied “You said that …………………….. often do ………………….. about
their topic before they begin”. Mr. Smith laughed but did not argue with their
request. After ten minutes . Mr. Smith said “it was time to share their…………..”

Some groups were able to make a tower and some groups were not.” What
…………….. can we draw from this investigation” Mr. Smith asked the class.

Joe raised his hand and said “when scientist conduct the scientific method ,they
have work as a team or their whole experiment will collapse just like our card
tower”.

The story of Mary Mallon

Mary Mallon was born in Ireland and immigrated to the United States in 1884. She
is considered the first famous carrier of typhoid fever in the United States. Initially
engaged in 1906 as a cook by Charles Henry Warren, a wealthy New York banker,
she was subsequently hired as a cook at several private homes throughout the New
York area.

Moving from household to household, Mary Mallon caused several typhoid

outbreaks, always vanishing before an epidemic could be traced back to the
particular household she was working in. Mary represents the first known case of a
healthy carrier in the United States, and was proven responsible for the
contamination of at least 122 people – including five dead.

In 1907 almost 3000 inhabitants of New York had been infected by Salmonella
Typhi, with Mary probably being the main reason for the outbreak. Due to a lack
of antibiotic treatment and no immunization option at the time, a dangerous source
like Mary had to be restrained.

After police intervened and Salmonella had been found in Mary’s stool, she was
transferred to North Brother Island to Riverside Hospital, where she was
quarantined in a cottage. As she was the first known healthy carrier of typhoid
fever in the United States, she did not understand how someone healthy could
spread disease; hence she tried to fight back.

Although the New York Supreme Court dismissed her petition for release, the
city’s new health commissioner Ernst J. Lederle took pity on Mallon and released
her on the promise that she will never again work as a cook. Nevertheless, she was
found to be working as a cook, which was again causing typhoid outbreaks. She
was sent back to North Brother Island, where she lived until her death in 1938.

Here are some other examples of dependent and independent variables in

scientific experiments:

1.A scientist studies the impact of a drug on cancer. The independent variables are
the administration of the drug - the dosage and the timing. The dependent variable
is the impact the drug has on cancer.

2.A scientist studies the impact of withholding affection on rats. The independent
variable is the amount of affection. The dependent variable is the reaction of the
rats.

3.A scientist studies how many days people can eat soup until they get sick. The
independent variable is the number of days of consuming soup. The dependent
variable is the onset of illness.

The Scientific Method: An Example

1. Identify a Problem/Question

I want to study botany. I want to find out what things affect the growth of plants.
My question is “What effect will prolonged periods of rock music have on the
growth of plants?”

2. Collect Information
I collected information by talking to my neighbor who is a gardener, reading 3
books on plants, visiting a nursery and reading 2 pamphlets that I got from the
Farm Bureau.

3. Develop a Hypothesis

I think that when I expose some plants to rock music they will grow less than
similar plants that are not exposed to rock music.

4. Conduct the Experiment

Materials: bean seeds, potting soil, flower pots, radio

Procedure: Using 10 flowerpots, I planted 2 bean seeds in each one. I put 5 pots on
a window sill away from the radio. I put 5 pots with on a window sill where they
got the same amount of light as the first group but were close to the radio. I
exposed the second set of pots to rock music for 2 hours a day. I made sure all
plants got the same amount of light and water.

5. Observations

I kept a daily journal recording the changes in each pot. I also drew diagrams of the
plants and took photographs to help record all growth. Then I used the computer to
create a graph of the information.

6. Results

There was no difference between the plants that were exposed to rock music and
the ones that were not.

7. Conclusion

Music is not one of the variables that effects plant growth. This means that when
you place your plants in your house, you don’t have to worry about whether they
are close to the stereo. You can also put plants in teenagers’ rooms. Next time I
would like to see how light effects plant growth.
LESSON PLAN
Teacher Name Class Subject Duration Date

Farah |Rizvi VIII biology 45 minute Day2

Topic :Solving the biological problem Sub Topic : Biological Method

SLOs: Students will be able to Students will be able toExplain steps involved in the biological
method, i.e. recognition of a biological problem, observation (qualitative and quantitative),
building up hypotheses, drawing deductions, devising experiments, inferring results, proposing
theory and putting forward law/ principle (take any 2 relevant examples);

Prior Knowledge:Day 2:

Students will be able to construct a hypothesis on the basis of previous lesson.

Material Required : White board , marker ,Biology for class 9 PLD

 Time (Min):5

Introduction/Motivation

.For the continuation of the topic the teacher will ask few questions related to the previous

lesson.

Q1.What is the first step in a scientific investigation ?

Q2. What is the purpose of the hypothesis ?

Q3. What should be the qualities for a hypothesis ?

Time (Min):25

Developmental Activity

Teacher will discuss with the students about the deduction and the way by which a deduction

can be constructed from a hypothesis .Teacher will give few minutes to the students to develop

deduction from the previous examples given in class. Teacher will asked the students about

how a deduction can be justify by the process of experimentation .Teacher will discuss the

requirements of the experiments and discuss the test and control giving the examples. Teacher

will explain dependent and independent variables.

Time (Min):10

Concluding Activity/Questions/Worksheet

Teacher will ask the students to differentiate between dependent and in dependent variable for
example1.A scientist studies the impact of a drug on cancer. The independent variables are the
administration of the drug - the dosage and the timing. The dependent variable is the impact the
drug has on cancer.

2.A scientist studies the impact of withholding affection on rats. The independent variable is
the amount of affection. The dependent variable is the reaction of the rats.

3.A scientist studies how many days people can eat soup until they get sick. The independent

variable is the number of days of consuming soup. The dependent variable is the onset of

illness.

Comments/Suggestions

Assessment Outstanding V. Good Satisfactory Needs

Improvement

Teacher’s Sign Coordinator’s Sign

LESSON PLAN
Teacher Name Class Subject Duration Date

Farah Rizvi VIII Biology 45 minutes 3rd day

Topic Solving the biological problem Sub Topic: Biological methods

SLOs: Students will be able to: Students will be able to Students will be able toExplain steps
involved in the biological method, i.e. recognition of a biological problem, observation
(qualitative and quantitative), building up hypotheses, drawing deductions, devising
experiments, inferring results, proposing theory and putting forward law/ principle (take any 2
relevant examples);

Prior Knowledge: Students will be familiar with the term hypothesis and deduction.They will
be able to construct deduction and experiment.

Material Required : White board , marker ,Biology for class 9 PLD

Time (Min): 5

Introduction/Motivation

.Teacher will ask few question related to the previous lesson to refresh the related information

of the topic.

Time (Min): 25

Developmental Activity

Teacher will show the data of some experiments and asked them to interpret the given data to

sort out the result of the experiment..The teacher use the other

Examples for development of ability to interpret the result from the observation of the

experiment

Time (Min):10

Concluding Activity/Questions/Worksheet

Students will be provided the worksheet for the concluding activit

Comments/Suggestions

Assessment Outstanding V. Good Satisfactory NeedsImprovement

Teacher’s Sign Coordinator’s Sign

 Day 3 Developmental activity
Data interpretation
Teacher will show the given data and asked the related questions.
Example 1:An experiment was performed to find out that the process of water loss take
place at a high rate in day time,

Example 2.
Five surveys were carried out over a forty year period in the USA to determine the
percentage of children who were overweight. The surveys included children in two
different age ranges: those 6 to 11 and those 12 to 19. The table below shows the
results.
 Use your graph to describe the changes in the percentage of children who are

classified as overweight in the 6 to 11 age range.

CONCLUDING ACTIVITY day 3 work sheet

WORKSHEET:

Most of us use a loose form of the scientific method to solve every day problems. For each of the
problems and observations below develop a hypothesis to explain what’s happening .Then
describe how you might test your theory with a simple experiment.

PROBLEM ? OBSERVATIO HYPOTHESIS EXPERIMENT

N

Your cat reject a She ate the can of ………………………… ……………………………………

can of tuna fish chicken flavored
food you feed …………………………
……………………………………
her last night, and
the beef food …………………………
from the night …………………………………….
before. …………………………
……………………………………

……………………………………

Your bedroom air Your bedroom ……………………..

conditioner blows gets lots of direct
very cold air at sun light all day ……………………….
night but only the long.
cooler air during the ……………………….
day.
You are talking on Just before the
your cell phone in reception clears
your up ,you hear the
bedroom ,when microwave beep
suddenly the in the kitchen.
reception goes.

LESSON PLAN
Teacher Name Class Subject Duration Date

Farah Rizvi VIII Biology 45minutes 4th day

Topic Sub Topic

Solving a biological problem Scientific method

SLOs: Students will be able to: Students will be able toExplain steps involved in the biological
method, i.e. recognition of a biological problem, observation (qualitative and quantitative), building up
hypotheses, drawing deductions, devising experiments, inferring results, proposing theory and putting
forward law/ principle (take any 2 relevant examples);

Prior Knowledge:Students knew about the steps involve in solving a biological problem

Material Required

White board , markers , text book of Biology PLD publication for class 9

Time (Min):5
Introduction/Motivation

.Teacher will ask few questions

Q1.How can a hypothesis become acceptable ?

Q2.If an experiment approve a hypothesis what will be the next step ?

Time (Min):25

Developmental Activity

Teacher will discuss some examples for the development of positive result,she will explain

how a result can support hypothesis to form theory or ultimately a law and .rejection of

hypothesis lead to the construction of a new hypothesis by the help of examples. e.g ,Redi’s

experiments on spontaneous generation.

The Francesco Redi Experiment

Francesco Redi was able to disprove the theory that maggots could be spontaneously generated

from meat using a controlled experiment. Spontaneous generation, the theory that life forms

can be generated from inanimate objects, had been around since at least the time of Aristotle.

Francesco took eight jars, placed meat in all the jars, but covered four of the jars with muslin.

Maggots developed in the open jars but did not develop in the muslin-covered jars.

Loi pasture’s experiment:

The steps of Pasteur's experiment are outlined below:

First, Pasteur prepared a nutrient broth similar to the broth one would use in soup.

Next, he placed equal amounts of the broth into two long-necked flasks. He left one flask with
a straight neck. The other he bent to form an "S" shape.

IMAGE COURTESY OF WILLIAM HARRIS

Then he boiled the broth in each flask to kill any living matter in the liquid. The sterile broths

were then left to sit, at room temperature and exposed to the air, in their open-mouthed flasks.

IMAGE COURTESY OF WILLIAM HARRIS

After several weeks, Pasteur observed that the broth in the straight-neck flask was discolored

and cloudy, while the broth in the curved-neck flask had not changed.

He concluded that germs in the air were able to fall unobstructed down the straight-necked

flask and contaminate the broth. The other flask, however, trapped germs in its curved neck,

preventing them from reaching the broth, which never changed color or became cloudy.

Time (Min):10

Concluding Activity/Questions/Worksheet

Teacher will perform a question and answer session(quiz) to monitor the understandings of

students.

Q1.What was the purpose of Redi and Loi experiments ?

Q2.Why the hypothesis was acceptable ?

Q3.Why the previous hypotheses were not acceptable?

Q4.Why Loi run two sets ofexperiments at a time ?

 Comments/Suggestions

Assessment Outstanding V. Good Satisfactory Needs

Improvement

Teacher’s Sign Coordinator’s Sign

Developmental activity for day 5

Notes on Scientific Laws, Theories and Hypotheses

A very common mistake of non-scientists and, believe it or not, some scientists, is to fail to

correctly distinguish between scientific laws, theories and hypotheses. The difference is not just

semantics. Conceptually, a scientific law is something very different from a theory. Following

are some definitions, followed by some explanation and a few examples.

Scientific Law A scientific law is an empirical (ie based on experimental evidence) statement of

great generality of something which seems to always be true.

Scientific Hypothesis A scientific hypothesis is a tentative explanation of an observation or

pattern which has been observed in nature.

Scientific Theory A scientific theory is an explanation of a natural phenomenon with a broad

range of significance and application.

The chief distinction between a scientific law, on the one hand, and a theory or hypothesis on

another, is that a law is a generalization. It is NOT an explanation. It is the result of induction.

It is an empirical (ie based on observation alone) statement of something which always appears

to be true.

Hypotheses and theories, on the other hand, are an attempt to explain what has been observed.

Often scientists form theories to explain laws.There are two important distinctions between

scientific hypotheses and theories. Remember that these two concepts are fairly similar to one

another, while a law is something very different. Theories and hypotheses are both

explanations, but a theory is different, in general, in that;

1. It has much more experimental support and

2. It is a much broader statement, with a wide variety of potential applications

than a hypothesis. Hypotheses are more tentative, but even more importantly, they apply to a

rather specific and narrow set of circumstances, while a theory applies to a great number of

problems.

The distinction is best explained by using practical examples which most of us are at least

somewhat familiar with.

Laws:

1. The Law of Gravity. This law tells us the size of the gravitational force, but it does not

explain why gravity exists or even why it is as strong as it is.

2. The First and Second Laws of Thermodynamics. The first law of thermodynamics tells us

that every experiment ever done leads to the conclusion that energy is always conserved. It is an

empirical fact, but it is not an explanation. The second law of thermodynamics is extremely

successful at predicting what processes are spontaneous, but it cannot explain why entropy

increase causes spontaneity.

Theories:
1. The theory of evolution is a theory (as opposed to a hypothesis) because it has very broad

applications and explanatory power. We can explain the entire fossil record and the genetic

code of all plants, animals and other forms of life using this theory. It is the breadth of the theory

more than the amount of support which makes it a theory. In fact, the day it was published (1859

by Darwin) it was already a theory, not just a hypothesis, not because of all the support (the

support was still fairly weak at the time) but because of the wide range of things it could explain.

Consider the following two predictions/explanations:

a. Compound A will prevent the spread of bacteria B because….

b. Compounds in the category A will have broad ability to kill microbes because….

Explanation a. is a hypothesis, while explanation b. is a theory. Explanation a. covers a very

specific example and it does not have broad implications. Explanation b. is about a whole

category of compounds and their application in a very broad range of microbes.

Sample question: Law, theory or hypothesis?

a. In every case, male birds are either similar or more colorful than their female counterparts .

b. Zinc in the diet will lower the rate and intensity of viral outbreaks.

c. There is a strong connection between nutrition and a variety of cancers.

Answers:

a. is a law. It is a statement of something which appears to always be true, but it is not an

explanation of anything.

b. is a hypothesis. It is a very specific prediction about the connection between one thing and

one other thing.

c. is a theory. It is a broad statement that nutrition in general can have an impact on a range of

very different kinds of cancer.

LESSON PLAN

Teacher Name Class Subject Duration Date

Farah Rizvi VIII Biology 45 min 5th day

Topic Solving a biological problem Sub Topic : Scientific method

SLOs: Students will be able to toExplain steps involved in the biological method, i.e. recognition of a
biological problem, observation (qualitative and quantitative), building up hypotheses, drawing
deductions, devising experiments, inferring results, proposing theory and putting forward law/
principle (take any 2 relevant examples);

Prior Knowledge :Students are familiar with the stages of biological methods in problem solving.

Material Required :: White board , marker ,Biology for class 9 PLD

Time (Min):5

Introduction/Motivation

.Teacher will asked students to find out the name of some theories and laws from their text books and

write it in their notes books. Teacher will share it with the class .Teacher will follow the work sheet for

developmental activity for day 5.

Time (Min):25
Developmental Activity

Teacher will discuss the difference between theory and law with examples .Teacher will also discuss

some known theories and laws e.g laws of motions ,Boyle,s law ,Theory of pressure flow mechanism

Darwin’s theory etc

Time (Min): 10

Concluding Activity/Questions/Worksheet

Teacher will asked few questions(quiz ) to get the feed back of the lesson

Q. .Why we check a hypothesis but not a theory ?

Q2.Writ few names of theories and laws ?

Q3.Write the steps involve in approval of newton’s law of motion.

Comments/Suggestions

Assessment Outstanding V. Good Satisfactory Needs Improvement

Teacher’s Sign Coordinator’s Sign

LESSON PLAN
Teacher Name Class Subject Duration Date

Farah Rizvi VIII Biology 45min 6th day

Topic :Solving a biological problem Sub Topic Biological method

SLOs: Students will be able to Explain the data analysis and data organization for solving the
biological problem.
Prior Knowledge: Students can identify the steps involve in scientific methods.

Material Required :: White board , marker ,Biology for class 9 PLD

Time (Min):5

Introduction/Motivation:

Teacher will asked few questions related to the topic i.e

Q1.What are the steps involve in scientific methods ?

Q2. After the experiment what we do ?

|A. Data analysis

Time (Min):25

Developmental Activity

Teacher will explain the process of data analysis using examples.

Teacher will asked the students to manipulate the data of the height of the students of class

VIII ,.students will collect the data of the height of class by measuring the height of the students with

measuring scale in inches and feet. Then will ask them to arrange data in ascending or descending order

.Then create the classes and boundaries of the data.

Teacher will asked the student to process the same way the 2nd example i.e to measure the weight of the

student of class.in the same way the teacher will asked to measure the length of the hair and follow the

same process.

Time (Min):10

Concluding Activity/Questions/Worksheet

Students will be provided with the data from an experiment and teacher will ask them to analyze it by

themselves and discuss it with the whole class.

Comments/Suggestions

Assessment Outstanding V. Good Satisfactory Needs Improvement

Teacher’s Sign Coordinator’s Sign

LESSON PLAN
Teacher Name Class Subject Duration Date

Farah Rizvi VIII Biology 45min 7th day

Topic Solving the Biological problem Sub Topic 2.1.3

SLOs: Students will be able to describe how to interpret the given data in the form of tables , bar chart
, histogram , line graph and scattered plot.

Prior Knowledge: Students have ability to arrange .and perform the relative calculation of data

Material Required :: White board , marker ,Biology for class 9 PLD

Time (Min):5min

Introduction/Motivation The teacher will show some tables ,bars charts ,graphs and histogram and
ask questions.

Q1. What is this ? (for each item )

Q2. Why we draw these?

.Ans. To represent the data.

Time (Min): 25

Developmental Activity

Teacher will ask the students to draw the histogram and bar graph of the height of the students
( previous data ).Teacher will explain different methods by the help of the work sheet.

Time (Min):10

Concluding Activity/Questions/Worksheet

Students will be divided into groups, they do the presentation with the help of the given data e.g. graph

,pie chart , tabular form , bar chart etc.

Comments/Suggestions

Assessment Outstanding V. Good Satisfactory Needs Improvement

Teacher’s Sign Coordinator’s Sign

LESSON PLAN
Teacher Name Class Subject Duration Date

Farah Rizvi VIII Biology 45 min 8th day

Topic :Solving the biological problem Sub Topic Biological method 2.1.4

SLOs: Students will be able to justify mathematical tool as the integral part of the scientific process ,
graph formation reading scales identifying dependent and independent variable calculating averages
and mean values.

Prior Knowledge: Students can perform the calculations of means and average values.They have prior
knowledge about dependent and independent variable they can tell the definition for these variables.

Material Required

:: White board , marker ,Biology for class 9 PLD

Time (Min):5
Introduction/Motivation ;teacher will write the term of data analysis on the board and will ask the
students to think about itfor two minutes and write related terms in the copy. Then ask the students one
by one .asked the students to write it on board.

Time (Min):25

Developmental Activity Teacher will use the worksheet for this purpose and explain the topic. Teacher
will use the diagrams of bar charts and line graph diagram and will ask students for the interpretation
based on data.

Time (Min):

Concluding Activity/Questions/Worksheet Teacher will ask the students to solve the following
question.

The data below shows the effect of different concentrations of zinc on the activity of an

enzyme.

S.NO Zinc Rate of Enzyme Activity

Concentration

1 1 4

2 2 4

3 3 3.5

4 4 2

Present the given information in the form of a graph with labelled x-axis and y-axis.

Comments/Suggestions

Assessment Outstanding V. Good Satisfactory Needs Improvement

Teacher’s Sign Coordinator’s Sign

LESSON PLAN
Teacher Name Class Subject Duration Date

Farah Rizvi VIII Biology 45 min 9th day

Topic :Solving the biological problem Sub Topic Biological method 2.1.5

SLOs: Students will be able to identify the dependent and independent variables using different
examples.

Prior Knowledge: students knew the definition of dependent and independent variable.

Material Required White board , marker ,Biology for class 9 PLD

Time (Min):5

Introduction/Motivation Teacher will ask the students few questions from the previous lesson

.Q.1 What is dependent variable ?

Q2.What is independent variable ?

Q3.What is the role of independent variable in a controlled experiment ?

Time (Min):25

Developmental Activity: The teacher will follow the ninth day activity for explanation.

Time (Min):10

Concluding Activity/Questions/Worksheet

From the work sheet of dependent and independent variable teacher will give example to draw graph
showing dependent and independent variable.

Comments/Suggestions

Assessment Outstanding V. Good Satisfactory Needs Improvement

Teacher’s Sign Coordinator’s Sign

Developmental activity for day nineth:

The way to show that a hypothesis is true or false is to design and complete an
experiment. Scientists must be careful in how they design an experiment to make
sure that it tests exactly what the hypothesis states. A controlled experiment
compares two or more things, but changes only one variable (the independent
variable) or factor in the experiment.
In order to make sure that only one factor is being changed in an experiment, the
independent variables are then divided into two groups. One group, called the
control group, is exposed to all of the circumstances of the experiment but does
not get whatever is being tested or changed in the experiment. At the same time,
the experimental group gets all of the circumstances of the experiment PLUS the
one variable being tested by the experiment.
In the experiment with plants being grown at different temperatures to see how it
will affect a plant’s growth, the control group is the plant being grown at room
temperature. The experimental group includes the three plants being grown at
temperatures greater than room temperature. Let’s look at another example:
An experiment was designed to determine if adding fertilizer to plants will result in
more flowers. The scientist would determine one species of flower to test, say
petunias, and buy a dozen plants. Six of the plants would be part of the control
group and the other six would be the experimental group. All of the plants would be
kept in the same greenhouse at the same temperature, with the same amount of
light, the same soil, the same amount and type of water, and the same size pot. The
experimental group of six petunias would get a specific measured amount of
fertilizer on a regular schedule during the experiment while the control group of the
other six plants would not get any fertilizer.
The purpose of the control group in an experiment is to provide a fair base for
comparison when it’s time to analyze results. For example, what would happen if
the scientist compared her fertilized greenhouse plants to six petunia plants
growing in the yard? The plants outside were watered by natural rainwater, were
growing in different soil and had different temperatures or light than the plants in
the greenhouse. If there was a difference in the number of flowers, how would she
know if it was due to the fertilizer or one of the other variables?
Having a control or a control group is one of the most important parts of conducting
an accurate experiment.
Example:
Hypothesis: Puppies that are given vitamins gain more weight.
Control Group: Puppies that aren’t given vitamins.
Experimental Group: Puppies that are given vitamins.
Your independent variable is vitamins or no vitamins. Your dependent variable
is the weight gain. Controlled variables would include type of vitamins, type of dog,
number of vitamins, and length of the experiment (one week, one month…).