You can improve the ____ of an experiment by ____ it several times. Results are ____ if they are ____ across multiple trials. Using ____ in every trial helps to keep results ____. If the results are ____ each time, the experiment is probably ____. Writing and following a clear, ____ method helps other people by improving the experiments ____. ____ experiments at least ____ times can help reduce the effect of ____ (odd results) on an experiment, keeping it ____. You must ____ experiments to be confident that your results are ____. An experiment is ____ when it tests the ____ correctly. To keep an experiment ____, you should ____ change one variable. ____ variables must be kept the same in an experiment to ensure ____. Measuring the wrong thing can make your results ____. A ____ experiment has a ____ that matches the scientific question. A ____ experiment ____ it was designed to test. Sarah tested how salt affects the boiling point of water but only did the experiment once. Her results ____ ____. Liam wanted to test how sunlight affects plant growth but gave some plants more water than others. His test ____ ____ because he ____ all variables. Ella repeated her reaction time test five times and got very similar results each time. Her results are ____ ____. James measured how high a ball bounced on different surfaces, and reported that he tested how long a ball stayed in the air. His experiment ____ ____ because his investigation ____ what it claimed to test. To improve the ____ of their results, the group decided to ____ the experiment ____. A student set up an experiment to see which type of soil holds the most water but changed both the type of soil and the amount of water used. This makes the test ____. An experiment gives different results every time it is done. This means it ____ ____. Answer: reliable To make the experiment ____, the student kept everything the same except for the ____ variable.

Understanding reliability and validity

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