Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Dependent Variable - Science PowerPoints
Document related concepts
no text concepts found
Transcript
The Science Skills Unit Part I: Lab Safety and Magnification Part II: The International System of Units, Scientific Notation, Conversions and more. Part III: Base Units, Measuring, Measuring Skills. Part IV: The Scientific Method, Variables, Observation Skills, and more. • The Entire Science Skills Unit includes a… • Four Part 2,400 Slide PowerPoint roadmap full of class activities, video links, red slide class notes, discussion questions, games, and much more. • 14 page bundled homework package that chronologically follows the PowerPoint slideshow. Modified version and answer keys are provided. • 14 pages of unit notes with visuals for students who require assistance and support staff. • 1 PowerPoint review game, 10 worksheets that follow slideshow activities, many video and academic links, flashcards, rubrics, activity sheets, and much more. • http://sciencepowerpoint.com/Science_Introduction_Lab _Safety_Metric_Methods.html • More Units Available at… Earth Science: The Soil Science and Glaciers Unit, The Geology Topics Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The River Unit, The Water Molecule Unit. Physical Science: The Laws of Motion and Machines Unit, The Atoms and Periodic Table Unit, The Energy and the Environment Unit, and The Introduction to Science / Metric Unit. Life Science: The Infectious Diseases Unit, The Cellular Biology Unit, The DNA and Genetics Unit, The Life Topics Unit, The Plant Unit, The Taxonomy and Classification Unit, Ecology: Feeding Levels Unit, Ecology: Interactions Unit, Ecology: Abiotic Factors, The Evolution and Natural Selection Unit and Human Body Systems and Health Topics Unit Copyright © 2011 www.sicnepowerpoint.com LLC. • Class Expectations – You can show respect by… • Listening when the teacher or others are talking. – One speaker at a time, please raise your hand. • Please no cross-room conversations / shouting things out. – You can be responsible by… • Staying organized and avoiding distraction. • Staying focused on task completion. – You can make good choices by… • Attending class regularly • Doing your best and never giving up. – Be Safe! • First, last, and always. Copyright © 2010 Ryan P. Murphy • Class Expectations – You can show respect by… • Listening when the teacher or others are talking. – One speaker at a time, please raise your hand. • Please no cross-room conversations / shouting things out. – You can be responsible by… • Staying organized and avoiding distraction. • Staying focused on task completion. – You can make good choices by… • Attending class regularly • Doing your best and never giving up. – Be Safe! • First, last, and always. Copyright © 2010 Ryan P. Murphy • Class Expectations – You can show respect by… • Listening when the teacher or others are talking. – One speaker at a time, please raise your hand. • Please no cross-room conversations / shouting things out. – You can be responsible by… • Staying organized and avoiding distraction. • Staying focused on task completion. – You can make good choices by… • Attending class regularly • Doing your best and never giving up. – Be Safe! • First, last, and always. Copyright © 2010 Ryan P. Murphy • Class Expectations – You can show respect by… • Listening when the teacher or others are talking. – One speaker at a time, please raise your hand. • Please no cross-room conversations / shouting things out. – You can be responsible by… • Staying organized and avoiding distraction. • Staying focused on task completion. – You can make good choices by… • Attending class regularly • Doing your best and never giving up. – Be Safe! • First, last, and always. Copyright © 2010 Ryan P. Murphy • Class Expectations – You can show respect by… • Listening when the teacher or others are talking. – One speaker at a time, please raise your hand. • Please no cross-room conversations / shouting things out. – You can be responsible by… • Staying organized and avoiding distraction. • Staying focused on task completion. – You can make good choices by… • Attending class regularly • Doing your best and never giving up. – Be Safe! • First, last, and always. Copyright © 2010 Ryan P. Murphy • Class Expectations – You can show respect by… • Listening when the teacher or others are talking. – One speaker at a time, please raise your hand. • Please no cross-room conversations / shouting things out. – You can be responsible by… • Staying organized and avoiding distraction. • Staying focused on task completion. – You can make good choices by… • Attending class regularly • Doing your best and never giving up. – Be Safe! • First, last, and always. Copyright © 2010 Ryan P. Murphy • Class Expectations – You can show respect by… • Listening when the teacher or others are talking. – One speaker at a time, please raise your hand. • Please no cross-room conversations / shouting things out. – You can be responsible by… • Staying organized and avoiding distraction. • Staying focused on task completion. – You can make good choices by… • Attending class regularly • Doing your best and never giving up. – Be Safe! • First, last, and always. Copyright © 2010 Ryan P. Murphy • Class Expectations – You can show respect by… • Listening when the teacher or others are talking. – One speaker at a time, please raise your hand. • Please no cross-room conversations / shouting things out. – You can be responsible by… • Staying organized and avoiding distraction. • Staying focused on task completion. – You can make good choices by… • Attending class regularly • Doing your best and never giving up. – Be Safe! • First, last, and always. Copyright © 2010 Ryan P. Murphy • Class Expectations – You can show respect by… • Listening when the teacher or others are talking. – One speaker at a time, please raise your hand. • Please no cross-room conversations / shouting things out. – You can be responsible by… • Staying organized and avoiding distraction. • Staying focused on task completion. – You can make good choices by… • Attending class regularly • Doing your best and never giving up. – Be Safe! • First, last, and always. Copyright © 2010 Ryan P. Murphy • Class Expectations – You can show respect by… • Listening when the teacher or others are talking. – One speaker at a time, please raise your hand. • Please no cross-room conversations / shouting things out. – You can be responsible by… • Staying organized and avoiding distraction. • Staying focused on task completion. – You can make good choices by… • Attending class regularly • Doing your best and never giving up. – Be Safe! • First, last, and always. Copyright © 2010 Ryan P. Murphy • Class Expectations – You can show respect by… • Listening when the teacher or others are talking. – One speaker at a time, please raise your hand. • Please no cross-room conversations / shouting things out. – You can be responsible by… • Staying organized and avoiding distraction. • Staying focused on task completion. – You can make good choices by… • Attending class regularly • Doing your best and never giving up. – Be Safe! • First, last, and always. Copyright © 2010 Ryan P. Murphy • Class Expectations – You can show respect by… • Listening when the teacher or others are talking. – One speaker at a time, please raise your hand. • Please no cross-room conversations / shouting things out. – You can be responsible by… • Staying organized and avoiding distraction. • Staying focused on task completion. – You can make good choices by… • Attending class regularly • Doing your best and never giving up. – Be Safe! • First, last, and always. Copyright © 2010 Ryan P. Murphy • RED SLIDE: These are notes that are very important and should be recorded in your science journal. • BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly. Copyright © 2010 Ryan P. Murphy -Please make notes legible and use indentations when appropriate. -Example of indent. -Please make notes legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Please make notes legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Please make notes legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn. Please label • Keep an eye out for “The-Owl” and raise your hand as soon as you see him. – He will be hiding somewhere in the slideshow Copyright © 2010 Ryan P. Murphy • Keep an eye out for “The-Owl” and raise your hand as soon as you see him. – He will be hiding somewhere in the slideshow “Hoot, Hoot” “Good Luck!” Copyright © 2010 Ryan P. Murphy New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy • What is science? Copyright © 2010 Ryan P. Murphy Science is… - Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy A study of natural phenomenon. A systematic study and method. A systematic study and method. Copyright © 2010 Ryan P. Murphy A systematic study and method. Copyright © 2010 Ryan P. Murphy A systematic study and method. Copyright © 2010 Ryan P. Murphy A systematic study and method. Copyright © 2010 Ryan P. Murphy A systematic study and method. Copyright © 2010 Ryan P. Murphy A systematic study and method. Copyright © 2010 Ryan P. Murphy A systematic study and method. Copyright © 2010 Ryan P. Murphy Knowledge through experience. Copyright © 2010 Ryan P. Murphy A good Scientist is…. - Copyright © 2010 Ryan P. Murphy Is safe! Copyright © 2010 Ryan P. Murphy Is safe! Copyright © 2010 Ryan P. Murphy Is accurate, precise and methodical. Copyright © 2010 Ryan P. Murphy Is unbiased, a seeker of the truth. Copyright © 2010 Ryan P. Murphy Can observe and question. Copyright © 2010 Ryan P. Murphy Can find solutions, reasons, and research. Copyright © 2010 Ryan P. Murphy Works in all weather conditions if safe. Copyright © 2010 Ryan P. Murphy Can overcome obstacles. Copyright © 2010 Ryan P. Murphy Collaborates (talks) with others. S C F I U e N N C e T For Real O D A Y Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy Science is a systematic attempt to get around human limitations. Science tries to remove personal experience from the scientific process. Science is a systematic attempt to get around human limitations. Science tries to remove personal experience from the scientific process. Copyright © 2010 Ryan P. Murphy Science is a systematic attempt to get around human limitations. Science tries to remove personal experience from the scientific process. “I love Science Copyright © 2010 Ryan P. Murphy Science is a systematic attempt to get around human limitations. Science tries to remove personal experience from the scientific process. This data set makes me happy “I love Science Copyright © 2010 Ryan P. Murphy Science is a systematic attempt to get around human limitations. Science tries to remove personal experience from the scientific process. “This data set makes me happy.” “I love Science.” “I wanted better data.” Copyright © 2010 Ryan P. Murphy Science is a systematic attempt to get around human limitations. Science tries to remove personal experience from the scientific process. “This data set makes me happy.” “I wanted better data.” “I love Science.” “Failure is not an option.” Copyright © 2010 Ryan P. Murphy Science is a systematic attempt to get around human limitations. Science tries to remove personal experience from the scientific process. “This data set makes me happy.” “I wanted better data.” “I love Science.” “Failure is not an option.” Copyright © 2010 Ryan P. Murphy TRY AND WRITE WITHOUT PERSONAL PRONOUNS. DO NOT USE…I, me, you, he, she, we, you, they, them, theirs, names, etc. Copyright © 2010 Ryan P. Murphy TRY AND WRITE WITHOUT PERSONAL PRONOUNS. DO NOT USE…I, me, you, he, she, we, you, they, them, theirs, names, etc. Copyright © 2010 Ryan P. Murphy • Do not end science writing with the words “The End.” Save that for Disney movies. Copyright © 2010 Ryan P. Murphy • Activity! Please pass three items around the table three times. – Then write about your experience without using any personal pronouns. Copyright © 2010 Ryan P. Murphy • Activity! Please pass three items around the table three times. – Then write about your experience without using any personal pronouns. Copyright © 2010 Ryan P. Murphy • How the paragraph could have been written. Copyright © 2010 Ryan P. Murphy • How the paragraph could have been written. – Three items were passed around the table in a random fashion. Each member of the table passed and contributed one item. Copyright © 2010 Ryan P. Murphy • Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy • Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. Copyright © 2010 Ryan P. Murphy • Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. Copyright © 2010 Ryan P. Murphy • Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy • Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy • Branches of Science… – How many branches of science do you know. ––––––––- Copyright © 2010 Ryan P. Murphy • Types of scientists… – Biology – The study of life. – Geology – The study of Earth. – Chemistry – The study of Matter. – Physics – The study of matter and energy. ––––– -The list will continue on the next page. Each branch is a possible career field for you. Copyright © 2010 Ryan P. Murphy • Aerodynamics: the study of the motion of gas on objects and the forces created • Anatomy: the study of the structure and organization of living things • Anthropology: the study of human cultures both past and present • Archaeology: the study of the material remains of cultures • Astronomy: the study of celestial objects in the universe • Astrophysics: the study of the physics of the universe • Bacteriology: the study of bacteria in relation to disease • Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms • Biophysics: the application of theories and methods of the physical sciences to questions of biology • Biology: the science that studies living organisms • Botany: the scientific study of plant life • Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms • Chemistry: the science of matter and its interactions with energy and itself • Climatology: the study of climates and investigations of its phenomena and causes • Computer Science: the systematic study of computing systems and computation • Ecology: the study of how organisms interact with each other and their environment • Electronics: science and technology of electronic phenomena • Engineering: the practical application of science to commerce or industry • Entomology: the study of insects • Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment • Forestry: the science of studying and managing forests and plantations, and related natural resources • Genetics: the science of genes, heredity, and the variation of organisms • Geology: the science of the Earth, its structure, and history • Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement • Medicine: the science concerned with maintaining health and restoring it by treating disease • Meteorology: study of the atmosphere that focuses on weather processes and forecasting • Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes • Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals • Molecular Biology: the study of biology at a molecular level. • Nuclear Physics: the branch of physics concerned with the nucleus of the atom • Neurology: the branch of medicine dealing with the nervous system and its disorders • Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes • Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carboncontaining compounds • Ornithology: the study of birds • Paleontology: the study of life-forms existing in former geological time periods • Petrology: the geological and chemical study of rocks • Physics: the study of the behavior and properties of matter • Physiology: the study of the mechanical, physical, and biochemical functions of living organisms • Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes • Seismology: the study of earthquakes and the movement of waves through the Earth • Taxonomy: the science of classification of animals and plants • Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes • Zoology: the study of animals • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Aerodynamics: the study of the motion of gas on objects and the forces created Anatomy: the study of the structure and organization of living things Anthropology: the study of human cultures both past and present Archaeology: the study of the material remains of cultures Astronomy: the study of celestial objects in the universe Astrophysics: the study of the physics of the universe Bacteriology: the study of bacteria in relation to disease Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms Biophysics: the application of theories and methods of the physical sciences to questions of biology Biology: the science that studies living organisms Botany: the scientific study of plant life Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms Chemistry: the science of matter and its interactions with energy and itself Climatology: the study of climates and investigations of its phenomena and causes Computer Science: the systematic study of computing systems and computation Ecology: the study of how organisms interact with each other and their environment Electronics: science and technology of electronic phenomena Engineering: the practical application of science to commerce or industry Entomology: the study of insects Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment Forestry: the science of studying and managing forests and plantations, and related natural resources Genetics: the science of genes, heredity, and the variation of organisms Geology: the science of the Earth, its structure, and history Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement Medicine: the science concerned with maintaining health and restoring it by treating disease Meteorology: study of the atmosphere that focuses on weather processes and forecasting Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals Molecular Biology: the study of biology at a molecular level. Nuclear Physics: the branch of physics concerned with the nucleus of the atom Neurology: the branch of medicine dealing with the nervous system and its disorders Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon-containing compounds Ornithology: the study of birds Paleontology: the study of life-forms existing in former geological time periods Petrology: the geological and chemical study of rocks Physics: the study of the behavior and properties of matter Physiology: the study of the mechanical, physical, and biochemical functions of living organisms Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes Seismology: the study of earthquakes and the movement of waves through the Earth Taxonomy: the science of classification of animals and plants Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes Zoology: the study of animals • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Aerodynamics: the study of the motion of gas on objects and the forces created Anatomy: the study of the structure and organization of living things Anthropology: the study of human cultures both past and present Archaeology: the study of the material remains of cultures Astronomy: the study of celestial objects in the universe Astrophysics: the study of the physics of the universe Bacteriology: the study of bacteria in relation to disease Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms Biophysics: the application of theories and methods of the physical sciences to questions of biology Biology: the science that studies living organisms Botany: the scientific study of plant life Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms Chemistry: the science of matter and its interactions with energy and itself Climatology: the study of climates and investigations of its phenomena and causes Computer Science: the systematic study of computing systems and computation Ecology: the study of how organisms interact with each other and their environment Electronics: science and technology of electronic phenomena Engineering: the practical application of science to commerce or industry Entomology: the study of insects Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment Forestry: the science of studying and managing forests and plantations, and related natural resources Genetics: the science of genes, heredity, and the variation of organisms Geology: the science of the Earth, its structure, and history Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement Medicine: the science concerned with maintaining health and restoring it by treating disease Meteorology: study of the atmosphere that focuses on weather processes and forecasting Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals Molecular Biology: the study of biology at a molecular level. Nuclear Physics: the branch of physics concerned with the nucleus of the atom Neurology: the branch of medicine dealing with the nervous system and its disorders Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon-containing compounds Ornithology: the study of birds Paleontology: the study of life-forms existing in former geological time periods Petrology: the geological and chemical study of rocks Physics: the study of the behavior and properties of matter Physiology: the study of the mechanical, physical, and biochemical functions of living organisms Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes Seismology: the study of earthquakes and the movement of waves through the Earth Taxonomy: the science of classification of animals and plants Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes Zoology: the study of animals Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy • Activity! Sequence. – The scientific method is a sequence. Please minimize out of slideshow and teacher will assist as student try to arrange the shapes on the right using the correct sequence to match the picture on the left. Next slide – Teacher must copy and paste each one after the students touch it or the correct order will occur automatically as they are already layered in the correct order. Students must drag into place. Answer Answer Answer Answer Answer Answer • Activity! Sketching out the scientific method. Copyright © 2010 Ryan P. Murphy • Activity! Sketching out the scientific method. – This requires a full page and will look like the example on the next page when done. Copyright © 2010 Ryan P. Murphy Observe Add to background information Analyze the data Collect data Support Reject hypothesis hypothesis Repeat experiment Do something With the findings. Form a new Hypothesis Create an experiment with a control group and experimental group. Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Copyright © 2010 Ryan P. Murphy Observe and question Copyright © 2010 Ryan P. Murphy Observe Collect background information Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy Observe Collect background information Form a Hypothesis Observe Collect background information Form a Hypothesis Create an experiment with a control group and experimental group. Observe Collect background information Collect data Form a Hypothesis Create an experiment with a control group and experimental group. Copyright © 2010 Ryan P. Murphy Observe Collect background information Analyze the data Collect data Form a Hypothesis Create an experiment with a control group and experimental group. Copyright © 2010 Ryan P. Murphy Observe Collect background information Analyze the data Reject hypothesis Collect data Form a Hypothesis Create an experiment with a control group and experimental group. Copyright © 2010 Ryan P. Murphy Observe Collect background information Analyze the data Reject hypothesis Collect data Form a new Hypothesis Create an experiment with a control group and experimental group. Copyright © 2010 Ryan P. Murphy Observe Collect background information Analyze the data Reject hypothesis Collect data Form a new Hypothesis Create a new experiment with a control group and experimental group. Copyright © 2010 Ryan P. Murphy Observe Collect background information Analyze the data Support Reject hypothesis hypothesis Collect data Form a new Hypothesis Create an experiment with a control group and experimental group. Copyright © 2010 Ryan P. Murphy Observe Collect background information Analyze the data Support Reject hypothesis hypothesis Collect data Form a new Hypothesis Create an experiment with a control group and experimental group. Repeat experiment Copyright © 2010 Ryan P. Murphy Observe Collect background information Analyze the data Support Reject hypothesis hypothesis Collect data Form a new Hypothesis Create an experiment with a control group and experimental group. Repeat experiment Copyright © 2010 Ryan P. Murphy Observe Collect background information Analyze the data Collect data Support Reject hypothesis hypothesis Repeat experiment Form a new Hypothesis Create an experiment with a control group and experimental group. Do something With the findings. Copyright © 2010 Ryan P. Murphy Observe Add to background information Analyze the data Collect data Support Reject hypothesis hypothesis Repeat experiment Form a new Hypothesis Create an experiment with a control group and experimental group. Do something With the findings. Copyright © 2010 Ryan P. Murphy Observe Add to background information Analyze the data Collect data Support Reject hypothesis hypothesis Repeat experiment Do something With the findings. Form a new Hypothesis Create an experiment with a control group and experimental group. Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Copyright © 2010 Ryan P. Murphy • Experiments search for cause and effect relationships in nature. • Experiments search for cause and effect relationships in nature. • These changing quantities are called variables. • Does your grade depend on how much time you spend on your work? • Does your grade depend on how much time you spend on your work? – The dependent variable depends on other factors (how much you studied, effort, etc.) • Does your grade depend on how much time you spend on your work? – The dependent variable depends on other factors (how much you studied, effort, etc.) – Independent variable is the one you have control over (how much you studied). • Does your grade depend on how much time you spend on your work? – The dependent variable depends on other factors (how much you studied, effort, etc.) – Independent variable is the one you have control over (how much you studied). • You have control over your grades. Variable: Changing quantity of something. - Variable: Changing quantity of something. - Variable: Changing quantity of something. - Variable: Changing quantity of something. - Independent: (Change) The variable you have control over, what you can choose and manipulate. Independent: (Change) The variable you have control over, what you can choose and manipulate. Independent: (Change) The variable you have control over, what you can choose and manipulate. Dependent: (Observe) What you measure in the experiment and what is affected during the experiment. Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test. Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test. Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test. Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test. Everything is exactly the same except for the independent variable Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow? (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow? (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow? (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow? (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow? (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow? (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow? (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on his counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. – Everything is the same except for the minerals • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The students injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers. • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers. • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers. • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. Observation – Anything you can see, hear, smell, touch, taste, (Using your senses). Copyright © 2010 Ryan P. Murphy • Observation Basics. – Our perceptions are not photographs, they are constructions - something that our minds manufacture. – What we perceive is partially determined by what we know or believe. – Constructive perception has survival value - it helps us make sense of the world. – So, seeing is not necessarily believing. – USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy • Observation Basics. – Our perceptions are not photographs, they are constructions - something that our minds manufacture. – What we perceive is partially determined by what we know or believe. – Constructive perception has survival value - it helps us make sense of the world. – So, seeing is not necessarily believing. – USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy • Observation Basics. – Our perceptions are not photographs, they are constructions - something that our minds manufacture. – What we perceive is partially determined by what we know or believe. – Constructive perception has survival value - it helps us make sense of the world. – So, seeing is not necessarily believing. – USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy • Observation Basics. – Our perceptions are not photographs, they are constructions - something that our minds manufacture. – What we perceive is partially determined by what we know or believe. – Constructive perception has survival value - it helps us make sense of the world. – So, seeing is not necessarily believing. – USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy • Observation Basics. – Our perceptions are not photographs, they are constructions - something that our minds manufacture. – What we perceive is partially determined by what we know or believe. – Constructive perception has survival value - it helps us make sense of the world. – So, seeing is not necessarily believing. – USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy • Observation Basics. – Our perceptions are not photographs, they are constructions - something that our minds manufacture. – What we perceive is partially determined by what we know or believe. – Constructive perception has survival value - it helps us make sense of the world. – So, seeing is not necessarily believing. – USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy Do these red lines bend? Do these red lines bend? • Please write down the phrase that you will see on the next slide? You get just a second. Copyright © 2010 Ryan P. Murphy Mary had had a little lamb Copyright © 2010 Ryan P. Murphy “Write down what it said in your journal?” Copyright © 2010 Ryan P. Murphy “Did your brain act faster than your eyes?” Copyright © 2010 Ryan P. Murphy Mary had had a little lamb Copyright © 2010 Ryan P. Murphy Mary had had a little lamb Copyright © 2010 Ryan P. Murphy Mary had had a little lamb Copyright © 2010 Ryan P. Murphy Our brains are programmed for normal right side-up. Our brains are programmed for normal right side-up. I will flip this picture and you will see. • • • • • On the next series of slides. Say the color of the words below. (Not the actual words) Try to do it as fast as you can. Is it difficult? Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy • • • • • • Repeat! See if it is easier upside down. On the next series of slides. Say the color of the words below. (Not the actual words) Try to do it as fast as you can. Is it difficult? Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy Can you see the mans face? • Please record what you see beneath this box. Copyright © 2010 Ryan P. Murphy • Answer! The white marks say the word LIFT. Copyright © 2010 Ryan P. Murphy • Answer! The white marks say the word LIFT. L I F T Copyright © 2010 Ryan P. Murphy • Observation Basics. – Our perceptions are not photographs, they are constructions - something that our minds manufacture. – What we perceive is partially determined by what we know or believe. – Constructive perception has survival value - it helps us make sense of the world. – So, seeing is not necessarily believing. – USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy • Observation Basics. – Our perceptions are not photographs, they are constructions - something that our minds manufacture. – What we perceive is partially determined by what we know or believe. – Constructive perception has survival value - it helps us make sense of the world. – So, seeing is not necessarily believing. – USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy Inference: A conclusion based on your observations. Copyright © 2010 Ryan P. Murphy • Raise your hand when you think you know the picture beneath the boxes. – You only get one guess. Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy Let’s Play…I’m thinking of a person in this classroom… Yes/No Questions only. You are allowed 4 questions and then need to make an inference. Copyright © 2010 Ryan P. Murphy • Activity! How well do you observe the world around you. Copyright © 2010 Ryan P. Murphy • Activity! How well do you observe the world around you. – Observe each scene for 1 minute and then answer some questions afterward. Copyright © 2010 Ryan P. Murphy • Questions about the previous scene. Copyright © 2010 Ryan P. Murphy • Questions for the street scene. – How many vehicles were driving? • Two were driving, two were parked Copyright © 2010 Ryan P. Murphy • Questions for the street scene. – How many vehicles were driving? • Two were driving, two were parked. Copyright © 2010 Ryan P. Murphy • Questions for the street scene. – What type of vehicles were they? Copyright © 2010 Ryan P. Murphy • Questions for the street scene. – What type of vehicles were they? • Utility van with no labels and small 4 door SUV. Copyright © 2010 Ryan P. Murphy • Questions for the street scene. – What colors were they? Copyright © 2010 Ryan P. Murphy • Questions for the street scene. – What colors were they? • Utility van was white, SUV was dark blue with no license plate on the front. Copyright © 2010 Ryan P. Murphy • Questions for the street scene. – Was it raining? Copyright © 2010 Ryan P. Murphy • Questions for the street scene. – Was it raining? – Answer: No. But the SUV’s wipers were on, conditions were overcast and the SUV could have just possibly come from the rain or driven through a sprinkler. Copyright © 2010 Ryan P. Murphy • Questions for the street scene. – What was the speed limit? Copyright © 2010 Ryan P. Murphy • Questions for the street scene. – What was the speed limit? • 35 mph • What country is this picture in? Copyright © 2010 Ryan P. Murphy • Questions for the street scene. – What was the speed limit? • 35 mph • What country is this picture in? • The United States most likely because 35 mph is not Metric. The U.S. is one of the few countries to use the Old English System. Copyright © 2010 Ryan P. Murphy • Questions for the street scene. – How many witnesses were there, what were they doing? Copyright © 2010 Ryan P. Murphy • Questions for the street scene. – How many witnesses were there, what were they doing? • One witness, he was mowing the lawn. Copyright © 2010 Ryan P. Murphy • Questions for the street scene. – What season was it? Copyright © 2010 Ryan P. Murphy • Questions for the street scene. – What season was it? • Summer, the leaves were well established and green. Copyright © 2010 Ryan P. Murphy • Questions for the street scene. • Two were driving, two were parked. • Utility van with no labels and small 4 door SUV. • Utility van was white, SUV was dark blue with no license plate on the front. • It was not raining. • 35 mph (No Metric here, must be in the US) • One witness, he was mowing the lawn. • Summer, the leaves were well established and green. Copyright © 2010 Ryan P. Murphy • Questions about the previous scene. Copyright © 2010 Ryan P. Murphy • Question about the backyard scene? – What was the color of the roof of the shed? Copyright © 2010 Ryan P. Murphy • What color was the roof? – Answer: You can’t tell from the photograph. In this area of the country the roofs are dark colored shingles so that’s what we construct in our head. Copyright © 2010 Ryan P. Murphy • If we lived in the Slovenia, Germany , our constructions would be different as the rooftops here are all orange. Copyright © 2010 Ryan P. Murphy • Activity! How well do you observe the world around you. – Observe each scene for 30 seconds and then answer some questions afterward. Copyright © 2010 Ryan P. Murphy The Science Skills Unit Part I: Lab Safety and Magnification Part II: The International System of Units, Scientific Notation, Conversions and more. Part III: Base Units, Measuring, Measuring Skills. Part IV: The Scientific Method, Variables, Observation Skills, and more. • The Entire Science Skills Unit includes a… • Four Part 2,400 Slide PowerPoint roadmap full of class activities, video links, red slide class notes, discussion questions, games, and much more. • 14 page bundled homework package that chronologically follows the PowerPoint slideshow. Modified version and answer keys are provided. • 14 pages of unit notes with visuals for students who require assistance and support staff. • 1 PowerPoint review game, 10 worksheets that follow slideshow activities, many video and academic links, flashcards, rubrics, activity sheets, and much more. • http://sciencepowerpoint.com/Science_Introduction_Lab _Safety_Metric_Methods.html • More Units Available at… Earth Science: The Soil Science and Glaciers Unit, The Geology Topics Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The River Unit, The Water Molecule Unit. Physical Science: The Laws of Motion and Machines Unit, The Atoms and Periodic Table Unit, The Energy and the Environment Unit, and The Introduction to Science / Metric Unit. Life Science: The Infectious Diseases Unit, The Cellular Biology Unit, The DNA and Genetics Unit, The Life Topics Unit, The Plant Unit, The Taxonomy and Classification Unit, Ecology: Feeding Levels Unit, Ecology: Interactions Unit, Ecology: Abiotic Factors, The Evolution and Natural Selection Unit and Human Body Systems and Health Topics Unit Copyright © 2011 www.sicnepowerpoint.com LLC. • You should be very close to completion of your bundle. • You can now add information to the white spaces around the following. – You can also color the sketches and text. King Henry Died While Drinking Chocolate Milk Magnification: The act of expanding something in apparent size. King Henry Died While Drinking Chocolate Milk Magnification: The act of expanding something in apparent size. A study of natural phenomenon. A systematic study and method. Knowledge through experience. King Henry Died While Drinking Chocolate Milk Magnification: The act of expanding something in apparent size. A study of natural phenomenon. A systematic study and method. Knowledge through experience. King Henry Died While Drinking Chocolate Milk Magnification: The act of expanding something in apparent size. Is safe! A study of natural phenomenon. A systematic study and method. Knowledge through experience. Is accurate, precise and methodical. Is unbiased, a seeker of the truth. Can observe and question. Can find solutions, reasons, and research. Works in all weather conditions if safe. Can overcome obstacles. Collaborates (talks) with others. King Henry Died While Drinking Chocolate Milk Magnification: The act of expanding something in apparent size. Is safe! A study of natural phenomenon. A systematic study and method. Knowledge through experience. Is accurate, precise and methodical. Is unbiased, a seeker of the truth. Can observe and question. Can find solutions, reasons, and research. Works in all weather conditions if safe. Can overcome obstacles. Collaborates (talks) with others. King Henry Died While Drinking Chocolate Milk Magnification: The act of expanding something in apparent size. Is safe! A study of natural phenomenon. A systematic study and method. Knowledge through experience. Is accurate, precise and methodical. Is unbiased, a seeker of the truth. Can observe and question. Can find solutions, reasons, and research. Works in all weather conditions if safe. Can overcome obstacles. Collaborates (talks) with others. A process that is the basis for scientific inquiry questioning and understanding. King Henry Died While Drinking Chocolate Milk Magnification: The act of expanding something in apparent size. Is safe! A study of natural phenomenon. A systematic study and method. Knowledge through experience. Is accurate, precise and methodical. Is unbiased, a seeker of the truth. Can observe and question. Can find solutions, reasons, and research. Works in all weather conditions if safe. Can overcome obstacles. Collaborates (talks) with others. A process that is the basis for scientific inquiry questioning and understanding. King Henry Died While Drinking Chocolate Milk Magnification: The act of expanding something in apparent size. Is safe! A study of natural phenomenon. A systematic study and method. Knowledge through experience. Is accurate, precise and methodical. Is unbiased, a seeker of the truth. Can observe and question. Can find solutions, reasons, and research. Works in all weather conditions if safe. Can overcome obstacles. Collaborates (talks) with others. A process that is the basis for scientific inquiry questioning and understanding. King Henry Died While Drinking Chocolate Milk Magnification: The act of expanding something in apparent size. • Activity! Science Skills Unit Review Game Copyright © 2010 Ryan P. Murphy The Science Skills Unit Part I: Lab Safety and Magnification Part II: The International System of Units, Scientific Notation, Conversions and more. Part III: Base Units, Measuring, Measuring Skills. Part IV: The Scientific Method, Variables, Observation Skills, and more. • The Entire Science Skills Unit includes a… • Four Part 2,400 Slide PowerPoint roadmap full of class activities, video links, red slide class notes, discussion questions, games, and much more. • 14 page bundled homework package that chronologically follows the PowerPoint slideshow. Modified version and answer keys are provided. • 14 pages of unit notes with visuals for students who require assistance and support staff. • 1 PowerPoint review game, 10 worksheets that follow slideshow activities, many video and academic links, flashcards, rubrics, activity sheets, and much more. • http://sciencepowerpoint.com/Science_Introduction_Lab _Safety_Metric_Methods.html • More Units Available at… Earth Science: The Soil Science and Glaciers Unit, The Geology Topics Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The River Unit, The Water Molecule Unit. Physical Science: The Laws of Motion and Machines Unit, The Atoms and Periodic Table Unit, The Energy and the Environment Unit, and The Introduction to Science / Metric Unit. Life Science: The Infectious Diseases Unit, The Cellular Biology Unit, The DNA and Genetics Unit, The Life Topics Unit, The Plant Unit, The Taxonomy and Classification Unit, Ecology: Feeding Levels Unit, Ecology: Interactions Unit, Ecology: Abiotic Factors, The Evolution and Natural Selection Unit and Human Body Systems and Health Topics Unit Copyright © 2011 www.sicnepowerpoint.com LLC.
