Upload
beverly-copeland
View
215
Download
1
Tags:
Embed Size (px)
Citation preview
FOCUS
What 2 lab safety rules do you think are the most important and why?
Pick up from the table: Making Slime Lab Scientific Method Guided Notes
Take out your homework and leave it on your desk!
AGENDA
1) Review focus2) Go over lab safety worksheet3) Making Slime4) Scientific Method notes5) Exit ticket
MAKING SLIME
In your lab groups, it will be your job to create slime
I am specifically not telling you how to make it and as a group, you must figure it out.
You will have a TOTAL of 40 minutes to complete the entire activity.
You MUST have one person recording how you make it as you make it. Everyone afterwards will have to copy it onto their paper
MAKING SLIME CON’D.
When you are finished, you must clean up your area so it looks as it did before we started
ANSWER question #1 before you begin working on the lab, INDEPENDENTLY
THE SCIENTIFIC METHOD
How do we think like a scientist?
WE WILL BE ABLE TO:
understand why we use the scientific method
apply the scientific method to an experiment
demonstrate proper lab safety procedures
Standard Students will identify and investigate
problems scientifically.
SCIENTIFIC METHOD Inquiry
The search for information and explanation of that information
The process of inquiry and investigation that researchers use to gain knowledge is the scientific method.
We use scientific method to help us understand the world around us better.
Science The word Science is derived from Latin and means “to know”
SCIENTIFIC METHOD
1. Suggest reasonable hypotheses for identified problems.
2. Develop procedures for solving scientific problems.
3. Collect, organize and record appropriate data. 4. Graphically compare and analyze data points
and/or summary statistics. 5. Develop reasonable conclusions based on data
collected. 6. Evaluate whether conclusions are reasonable by
reviewing the process and checking against other available information.
STEP 1: SUGGEST REASONABLE HYPOTHESES FOR IDENTIFIED PROBLEMS.
First, identify the problem Ask yourself: What am I trying to figure out? Example: You and your friend can make the same number of
jump-shots in two minutes. Will your jump-shot get better if you practice?
Hypothesis= educated guess A possible explanation of observations A suggested solution to a problem A possible answer to a problem If….then….. Example: I hypothesize (or guess) that if you practice more, then
your jump-shot will get better.
**Goal of any experiment is to prove or disprove your hypothesis.**
STEP 2: DEVELOP PROCEDURES FOR SOLVING SCIENTIFIC PROBLEMS.
Procedures= StepsHow can I figure out how to find
an answer to my question? Important Points for Procedure
ConditionsVariables
CONDITIONS
Experimental The condition where we change what we are
testing for Example: If I am testing to see if my jump-shot
will get better with practice, then my experimental condition will be practicing my jump-shot.
ControlThe condition that will not change what we are
testing forExample: If I am testing to see if your jump-shot
will get better with practice, then my control condition will be not practicing.
!!IMPORTANT!!!
The only way you will be able to tell if your hypothesis is correct is if you see a difference between the experimental condition and the control condition Example: Is there a difference between the
shooter that practices and the one that doesn’t?
QUICK CHECK
Which is the test condition and which is the control condition?
A drug company wants to see if their pill makes people lose weight. One group gets their weight-loss pill and the other group gets a sugar pill, or a placebo. Which group is the test group? Which group is the control group?
VARIABLESThe things that can change in an
experiment.EVERYTHING ELSE MUST BE THE
SAME!
INDEPENDENT VARIABLE
The variable that you manipulate, or change
Also called the manipulated variableWhat are you changing to get a
result?Most common: Time, TemperatureOur example: Practice
DEPENDENT VARIABLE
Responses or answers you get from the experiment because they DEPEND on what happens in the experiment
What will you be measuring at the end of the experiment?
The OUTCOMEOur example: The number of jump-
shots made
QUICK CHECK
Which is the DEPENDENT variable and which is the INDEPENDENT variable?
Hypothesis: At warmer temperatures, mold will grow faster on bread
What things are changing? Which one are we manipulating? Which one depends on what happens during
the experiment?
STEP 3: COLLECT, ORGANIZE AND RECORD APPROPRIATE DATA.
HOW am I going to collect my data? What units am I going to use? Example: Will your jump-shot get better if
you practice?How do we measure “better”?
More jump-shots! A better shooter will make more jump-shots.
Units= Number of jump-shots made (not how many you try to make)
How do I physically collect data?Observations
OBSERVATIONS
Using one or more of the senses to gather information
Two typesQuantitative
NUMBERSExample: How many jump-shots you see the shooter make
QualitativeDescriptions (cannot be easily measured or counted)
Example: See if the baskets “swish” in or bounce against the backboard
OBSERVATION VS. INFERENCE
Observation Something you gather with one or more of your
senses Example: John makes 90% of his jump-shots.
Inference A conclusion you make based on observations Example: John must just be naturally good at
basketball This is NOT an observation!
STEP 4: GRAPHICALLY COMPARE AND ANALYZE DATA POINTS AND/OR SUMMARY STATISTICS.
Condition Average Number of Jump-Shots
Practice 15
No Practice 5
STEP 4: GRAPHICALLY COMPARE AND ANALYZE DATA POINTS AND/OR SUMMARY STATISTICS.
This means create a visual representation of your data so that the results are easy to see.
Practice No Practice02468
10121416
Average Number of Jump-Shots
Average Number of Jump-Shots
STEP 5: DEVELOP REASONABLE CONCLUSIONS BASED ON DATA COLLECTED.
Remember: The groups started out making the same number of jump-shots. One group practiced and the other didn’t.
STEP 6: . EVALUATE WHETHER CONCLUSIONS ARE REASONABLE BY REVIEWING THE PROCESS AND CHECKING AGAINST OTHER AVAILABLE INFORMATION.
Evaluate! Evaluate! Evaluate! We will practice evaluating other
experiments so that we know how to evaluate our own work.
The experiment has to be carefully constructed so that other scientists can replicate it to test its validity and reliability
EXIT TICKET
Please take out a separate sheet of paper.
Place the correct heading at the top as per South Atlanta HMS rules
Number 1-5
1) WHAT IS A HYPOTHESIS?
A.) the longest side of a traingle
B.) a guess based on chance
C.) an educated guess
D.) the problem
2) WHICH GROUP IS THE TEST GROUP?
A.) the group that took the weight loss pill
B.) the group that took the sugar pill
C.) both groups are test groups
D.) neither group is a test group
3) WHICH GROUP IS THE CONTROL GROUP?
A.) the group that took the weight loss pill
B.) the group that took the placebo (sugar pill)
C.) both groups are control groups
D.) neither group is a control group
4) AT WARMER TEMPERATURES, MOLD WILL GROW FASTER ON BREAD. WHAT IS THE INDEPENDENT VARIABLE?
A.) temperature
B.) growth of mold
C.) the bread
5) AT WARMER TEMPERATURES, MOLD WILL GROW FASTER ON BREAD. WHAT IS THE DEPENDENT VARIABLE?
A.) the temperature
B.) the mold
C.) the bread