Many students experience both varieties.
Some students experimented with different options.
As Sarah, who writes a blog called The Reading Zone, put it in a post in June: At the beginning of our great experiment, many students were lacking in general background knowledge.
Overall, a similar number of students included explanations in their reports, but the majority included explanations within their description of the experiment procedure in the No Template condition, compared to the Template condition, where many students included explanations about the experiment procedure only in the Discussion section of the template.
As with Experiment 1, many students also propose that they need controls in which females from black-eyed pea cultures lay eggs on black-eyed peas.
She thought that experimenting with these workshops might help overcome an apprehension that many students felt about dealing with sick children.
She asked the students how many had experimented with alcohol or drugs, and she admonished them to be honest in the presence of the monks.
Many students believe that animals evolve body structures because they use them frequently, and the experiments of Payne and Weisman do not test this hypothesis.
Most students have experience performing experiments and some experience in designing experiments by the time they arrive at college or university, yet many students beginning an undergraduate program have a poor understanding of the basic, even fundamental concepts that must be applied to design reliable, valid experiments (Hiebert, 2007; Pollack, 2010).
As an undergraduate, Jean was an editor at the Harvard Lampoon, which offered students an opportunity to experiment with comedy writing and performing (the Harvard Lampoon is akin to Cambridge Footlights, giving many students a springboard into a career in comedy).
