Student Journal - Week 6 - Ánimo Phillis Wheatley 8th ...apwscience8.weebly.com/.../1/3/2/9/13294342/student_journal_-_wee… · STUDENT JOURNAL – Week 6 ... The hypothesis is

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Name: __________________________ Period:_________

STUDENT JOURNAL – Week 6 – The Scientific Method Overarching Goal for the Week:

• Explain the scientific method and how it used to solve problems and communicate experimental discoveries

Learning Objectives:

• Describe the steps of the scientific method • Distinguish between observations and inferences • Define hypothesis • Distinguish between independent and dependent variables • Identify variables in an experiment. • Distinguish between testable and non-testable questions


My Mad Minute Graph

What's Your Average?

Day 1 ___ Day 2 ___ Day 3 ___ + Day 4 ___

Total ___/ 4 = ____

Day$#5$Mad$Minute:$4Question$#1454Are4you4satisfied4with4your4overall4average4for4this4week?44Why4or4why4not?44444


DAY 1 Kickoff: Which is not a step of the Scientific Method? A. Experiment B. Results C. Opinion D. Conclusion

Pencils down! Wait for Mad Minute Mad Minute How do we find the volume of rectangular solids? How do we find the volume of irregular solids? What are units for measuring volume? What is the scientific instrument used for measuring volume? Define volume.

Grade and graph your Mad Minute!!!

Main Idea Scientists use the

scientific method to solve problems and answer

questions.

Learning Objectives

Describe the steps of the scientific method

Scientific Vocabulary

Scientific Method Problem

Hypothesis Experiment

Results Analysis

Data Conclusion

Scientific Method

Acronym:

________________ !

Summary:

I. The Scientific Method a. Scientists use the scientific method to _____________________________ and

________________________. b. A ________________________________ that explains

___________________________________________ and allows them to ___________________________________________________________ with others.

II. Steps of the Scientific Method a. ___________________

i. The __________________ that is being answered or _______________ ii. _______________ questions can be answered by using the scientific method

b. ___________________ i. A ____________________, ______________________________ .

c. ___________________ i. Used to ______________________________________________. ii. Follows a _______________________________. iii. Has a _______________________________________________.

d. ___________________ i. Recorded

_________________________________________________. ii. ___________ is expressed using _____________________ and

_______________________. e. ___________________

i. A ____________________ of the experiment and results. ii. Includes a _______________________ that declares whether the

hypothesis was __________________________________________. iii. Explains possible _____________________ or

____________________ that could have occurred. iv. Makes ___________________ for

_______________________________ or _______________________ the experiment.

The Scientific Method


Questions /Examples/ Workspace: Guided Practice • Check for understanding

Independent Practice Once you have finished your Guided Practice work, move on to the Independent Worksheet at the end of this packet.

• pop quiz Exit Ticket

• pop quiz


DAY 2 Kickoff: An observation is something you.. A. Smell B. See C. Hear D. All of the above

Pencils down! Wait for Mad Minute Mad Minute What is the first step of the scientific method? What is the second step of the scientific method? What is the third step of the scientific method? What is the fourth step of the scientific method? What is the fifth step of the scientific method?


Key Words / Questions

Summary:

!

I. Observation and Inference A. Scientists use _______________ and ______________ to help come up with

hypotheses and answers to problems. (Key Point) B. Observations

1. Describe ________________and _________________ (Key Point) 2. Are information collect with ________________________ (Key Point)

a. The 5 Senses Review i. ______________ ii. ______________ iii. ______________ iv. ______________ v. ______________

C. Inference 1. A possible ________________ or _______ about an observation. 2. A conclusion or deduction ________________________________. 3. Example: You leave the movie theater and see that the ground is wet, so you infer

that it rained. II. Testable v. Non-Testable Questions

A. Testable Questions 1. Ask about objects, organisms, and events in the natural world (Key Point) 2. Can be answered by _____________________,

_____________________, or _________________ (Key Point) 3. Are answered by collecting and analyzing evidence that is _____________. 4. Example: How many drops of water will fit on a penny?

B. Non-Testable Questions 1. _________ be answered by experiments, observations, or surveys (Key Point) 2. Are often based on _______________________ 3. Example: Which has better pizza, Dominoes or Papa Johns?

Observations vs. Inferences / Testable v. Non-Testable Questions Questions


Questions /Examples/ Workspace: Guided Practice • Observation/Inference Worksheet

Independent Practice Once you have finished your Guided Practice work, move on to the Independent Worksheet at the end of this packet.

Exit Ticket

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Observation vs. Inference Practice

1. Write the definitions of observation and inference in your own words. a. Observation: b. Inference:

2. Give 2 observations and 2 inferences about the room you are in. a. Observation: b. Inference:

3. Your friends went to the beach at noon on a warm day. They saw some black and white birds. Based on this story, which of the following are observations (O) and inferences (I)?

a. ______ It is summer time.

b. ______ It is day time.

c. ______ They saw birds.

d. ______ They saw seagulls.

e. ______ They went swimming.

f. ______ One friend’s name was Bob.

g. ______ They ate lunch and drank Coke.

h. ______ The people are friends.

i. ______ It was a warm day.

j. ______ The birds were black and white.

Name:_______________________ Period:____

Inferences and Observations Label the following statements as either observation (O) or inference (I). 1. When I rang the doorbell, no one answered.

2. The hamburger was hot.

3. Jamal must be very popular.

4. The sun set at 7:18 p.m.

5. That sounded like a mean dog.

6. Corn must be her favorite vegetable because she ate a lot. 7. It’s cloudy today so it’s going to rain.

8. The beaker contains 250 mL of water.

9. The bark on the birch tree was white.

10. A gas was formed when I mixed the liquid and solid.

Testable Questions

Label the following questions as either testable (T) or non-testable (N). 11. Which flowers are prettier, daisies or roses?

12. Can you get warts from handling toads?

13. How does surface affect the travel rate of a caterpillar?

14. Do cats make better pets than dogs?

15. How does smell affect taste?

16. How do different types of movement/activity affect human heart rate?

17. What conditions affect productivity while doing homework?

18. Is it more exciting to drive a motorcycle blindfolded or go skydiving?

19. Do reflexes change with age?

20. Is Mr. Davis faster than every student in the 8th grade?


DAY 3 Kickoff: What is the definition of hypothesis? A. A testable, educated guess B. A guess C. An educated guess D. The opposite of photosynthesis

Pencils down! Wait for Mad Minute Mad Minute Determine whether the following is an observation (O) or inference (I). Mr. Pickering must like mohawks since he has one. Green is the teacher’s favorite color. The school bell rang at 3:20 pm. The candy was very sour. The top of the desk is very smooth.


Main Idea The hypothesis is a

testable, educated guess that is based on observations and

inferences

Learning Objectives

Distinguish between testable and non-testable

questions.

Distinguish between observations and

inferences.

Scientific Vocabulary

Scientific Method Problem

Hypothesis Observation

Inference !

Summary:

I. The Hypothesis a. The ____________________ step of the scientific method. b. An educated guess that can be ______________________.

II. Testable vs. Non-Testable Questions a. The problem is stated in the form of a testable question.

i. Examples of a testable question: 1. Who is taller, Mr. Davis or Mr. Pickering? 2. Who can jump higher, Lebron or Kobe? 3. How far can my car go on a full tank?

ii. Examples of non-testable questions: 1. Is the iPhone the best cell phone? 2. Which is better, Coke or Pepsi? 3. Does Mr. Davis have swag?

III. Observations and Inferences a. Used to help come up with hypotheses and answers to questions b. Observations

i. Describe ____________ and _______________________. ii. Information collected with the _______________: ____________,

______________, _____________, _______________, and ________________ – Not just things you see.

iii. Example: A purple car drove by bumping music and smelling like McDonalds. c. Inferences

i. A __________________ explanation or ____________ about an observation.

ii. A conclusion or deduction _________________________________________________.

iii. Example: The car’s music was playing ‘Rack City.’ The driver must like Tyga! IV. If….then….statements

a. Your hypothesis must be a ________________________, not a question. b. It must be in the “__________________________________________” format. c. Example Problem: Does studying help improve your grades?

i. Example Hypothesis using an “if…then…” format 1. IF a student spends more time studying THEN his grades will improve 2. This example can be tested by doing an experiment

The Hypothesis


Grade and graph your Mad Minute!!! Questions /Examples/ Workspace: Guided Practice Independent Practice Once you have finished your Guided Practice work, move on to the Independent Worksheet at the end of this packet.

Exit Ticket

A hypothesis must be… 4

Name:&___________________________________&Period:&____&

Writ ing a Hypothesis in “ If…then…” Format

EXAMPLE Problem / Question: “What would happen to my weight if I ate at McDonald’s every day for half a year, and then ate at Subway for the other half?” If: Then: PRACTICE Problem / Question #1: “ Mr. Davis races all the teachers on campus to see who is the fastest.” If: Then: Problem / Question #2: Mr. Pickering wants to know if teaching with the lights off will increase student’s grades. He asks half of APW teachers to teach with the lights off and half with the lights on. If: Then:

WHAT IS CHANGING?

WHAT DO YOU THINK WILL HAPPEN?

WHAT IS CHANGING?


WHAT IS CHANGING?


Name:&___________________________________&Period:&____&

Problem/Question #3 Salt tablets are dissolved in water of different temperatures (cold, warm, and hot). Which will cause of the salt tablet to dissolve faster? If: Then: Problem/Question #4 All the students in 1st and 2nd period fill their bottle rockets with water, all the students in 3rd use no water in their rockets, and the students in 5th and 6th use a little water. If: Then:

WHAT IS CHANGING?


WHAT IS CHANGING?



DAY 4 Kickoff: In science, what is a variable? A. Something that makes an experiment work. B. A letter that represents a number C. A part of the scientific method D. Something that changes during an experiment.

Pencils down! Wait for Mad Minute Mad Minute Determine whether the following questions are testable or non-testable. Which cereal has more sugar, Fruit Loops or Frosted Flakes? How much caffeine is in a cup of coffee? Which coffee is better, Starbucks or McDonalds? Which subject is harder, History or Math? Does more sleep increase academic performance?


Key Words / Questions !

Summary:

!

I. Variable A. Something that __________________. B. ______ types of experimental variables

1. ___________________ Variables 2. ___________________ Variables 3. The independent and dependent variables are known as the

__________________________.

II. Independent Variable A. The variable __________________in an experiment. B. The ________ fact ____________________ by the person doing the experiment. C. The “__________.”

III. Dependent Variable

A. The factor __________________________ in an experiment. B. Depends on the__________________________________. C. The “___________.”

Example: A pot of water warming on a stove. Independent variable: The amount of time the pot is on the stove. Dependent variable: The temperature of the water.

IV. Control A. All the factors that _______________________ in an experiment. B. Also know as the_____________________.

Example (continued from the previous example): The setting of the stove: High, Medium, or Low

Experimental Variables and Controls


Questions /Examples/ Workspace: Guided Practice Independent Practice Once you have finished your Guided Practice work, move on to the Independent Worksheet at the end of this packet. Exit Ticket

4Mr.4Jefferson4did4an4experiment4to4see4the4amount4of4homework4affected4students4grades.4He4gave4his41st4period444worksheets4for4homework,4his42nd4period434worksheets,4and4his43rd4period424worksheets.44_______________4is4the4independent4variable,4while4_________________4is4the4dependent4variable.44Answer'choices'will'be'posted!'

Name:&___________________________________&Period:&____&

Independent and Dependent Variables Please identify the independent and dependent variables in the following descriptions of experiments: 1. A teacher counts the number of errors that children of different ages make

during a conservation of mass test. Independent Variable: Dependent Variable: 2. A factory manager studies the number of cars produced on the assembly line

during morning and evening shifts. Independent Variable: Dependent Variable:

3. A scientist measures the amount of time it takes someone to assist a person with a flat tire on their car in different parts of town.

Independent Variable:

Dependent Variable:

Simpsons Variables Worksheet

Smithers thinks that a special juice will increase the productivity of workers. He creates three groups of 50 workers each and assigns each group the same task, to staple sets of papers.

Group 1 drinks 100mL of the special juice while they work. Group 2 drinks 50mL of the special juice while they work. Group 3 is not given the special juice while they work.

After an hour, Smithers counts how many sets of papers each group stapled. He made the data table below.

Number of sets of paper stapled Group 1 1,030 Group 2 1,700 Group 3 2,113

Identify the: 1. Independent Variable:

2. Dependent Variable:

3. Controlled variable:

4. What should Smithers' conclusion be? How did the juice affect the number of papers each group stapled? Use data (numbers) to support your answer.

Homer notices that his shower is covered in a strange green slime. His friend Barney tells him that coconut juice will get rid of the green slime. Homer decides to check this out by spraying half of the shower with coconut juice. He sprays the other half of the shower with water. After 3 days

of "treatment" there is no change in the appearance of the green slime on either side of the shower.



3. What is a hypothesis Homer can write about his observation?

If then

Krusty was told that a new itching powder claims to cause 50% longer lasting itches. Interested in this product, he buys the itching powder and compares it to his usual product. One test subject (A) is sprinkled with the original itching powder. Another test subject (B) was sprinkled with the new experimental itching powder. His

results are below. Number of minutes itched

Subject A 30 minutes Subject B 45 minutes



3. What should Krusty’s conclusion be? Use data (numbers) to support your answer.

5. How could Krusty improve his experiment?

Name: Period: Date:

Bart believes that mice exposed to microwaves will become extra strong (maybe he's been reading too much Radioactive Man). He decides to perform this experiment. He places 10 mice in a microwave for 10 seconds. He places another 10 mice in a microwave for 5 seconds. Lastly, he has10

mice that have not been put in the microwave. For his test he placed a heavy block of wood in front of the mouse food. He counted how many mice could move the block of wood away from the food. Below is a chart with his findings.

Time in microwave

Number of mice that pushed the block away

10 seconds 8 5 seconds 7 0 seconds 7



3. What should Bart’s conclusion be?

5. How could Bart improve his experiment?

Lisa is working on a science project. Her task is to answer the question: "Does Rogooti (a hair cream sold on TV) affect the speed of hair growth (in length)". Her family is willing to volunteer for the experiment.



3. Write a possible hypothesis Lisa could write for this experiment.

If then because

4. Write a procedure (list of steps) Lisa could follow to complete this experiment. You should have at least 3 steps.


DAY 5 Kickoff: Go through each of the previous Kickoffs and: 1. Finish any problems you didn't do. 2. Correct any mistakes you notice.

Pencils down! Wait for Review What was your Mad Minute Average for the week? What topics gave you the most trouble this week / are you still struggling with?


Questions /Examples/ Workspace: Guided Practice • Review/Reteach

Independent Practice

• Complete any unfinished work • Get help/extra assistance from the teacher if you need it. • Enrichment Exercises/Online Assessments – If your journal is complete.

Annotate the following article using close reading strategies! Then answer the post reading questions.

Metric system use on the rise in the U.S.

International manufacturing is pushing use

By Kelly Jasper Staff Writer Thursday, April 4, 2013

Betty English pulls out handfuls of small plastic cubes when she teaches nutrition classes at the Richmond County Extension Office.

“It’s not bigger than your little fingernail,” said English, a family and consumer sciences county extension agent. “We use it because nobody knows what a gram looks like.”

Each yellow cube is the size of a gram of fat. The visual aid helps break down daily value on the nutrition facts labels, often given in metric weights and measures.

“It causes confusion. Packages have both ounces and grams,” English said. April 7 is sometimes celebrated as Metric System Day, even in the U.S., where U.S. Customary Units reign.

The metric system, developed in France during the French Revolution, was officially adopted by the French government on April 7, 1795.

Use in the United States is more widespread than some would think.

Consumer products from shampoo to ice cream bear metric units. Consumers buy soda in 2-liter bottles without a second thought. Metric speed limit signs can be spotted in a handful of municipalities across the U.S. And it’s often the industry standard in science, engineering, manufacturing and medical fields, according to the U.S. Metric Association, founded in 1916 to promote the metric system in U.S. commerce and education.

Today, the nonprofit tracks metric system usage in the United States and publishes how-to guides for using the metric system correctly.

“People are using the metric system whether they know it or not,” said Christopher Spencer, the vice president of engineering at E-Z-Go in Augusta. “There are accepted standards so people can communicate.”

Since December, a petition asking the Obama administration to make the metric system the standard in the United States has attracted nearly 50,000 signatures.

“The United States is one of the few countries left in the world who still have not converted to using the Metric System as a standardized system of measurement. Instead of going along with what the rest of the world uses, we stubbornly still adhere to using the imprecise Imperial Unit – despite the fact that practically every other country that we interact with uses Metric,” says the petition on whitehouse.gov.

In business, “metrication” is a natural consequence of the international nature of manufacturing and sales. At both E-Z-Go and Club Car in Augusta, new vehicles are built to metric specifications.

“By the 1990s, all American cars were metric,” Spencer said. Because the industry shares suppliers with the auto industry, E-Z-Go now is, too. Only updates to older-generation vehicles are still done in inches.

“Both systems are taught in engineering schools and around the world,” Spencer said. As engineers, “these are the two systems. You better know both.”

It’s common to switch back and forth in some lines of work.

“A quarter-inch is not a good measure of a diamond,” said Steven Cranford, the owner of The Jeweler’s Bench in Martinez.

Jewelers learn to weigh diamonds by metric carat, and measure their size in millimeters. “It’s a more accurate measure,” he said. “It needs to be right-on.”

The same holds true in baking, said Karie Collins of An Eventful Year Bakery in Aiken. “You’re idea of a cup varies from someone else’s idea of a cup,” she said. “You need to stay consistent.”

Measuring ingredients by weight instead of volume solves that. Doing so with a kitchen scale that reads in both grams and ounces opens a cook up to recipes from around the world.

“A kitchen scale is the one thing I can’t live without,” Collins said. “Without it, you could have a completely different product when you go to bring someone your cake.”

Unless you’re an engineer or you grew up with the metric system, “a lot of people have to go through the conversions in their mind,” said Ben Cunningham, the manager of mechanical engineering at Club Car.

That might not always be the case, Cunningham said. His 12-year-old son is learning the metric system in school now.

“He’ll tell me measurements in centimeters,” he said. “His generation is metric-driven. They’ll all be using it before we know it.”

Write a paragraph listing at least four things you found interesting about this article and explain why you found those things interesting. You must cite each reference. (i.e. The author states… or According to the author… or The article mentions..)

Write a paragraph listing at least three things the author mentions that relate to lessons we’ve had in class.

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Student Journal - Week 6 - Ánimo Phillis Wheatley 8th ...apwscience8.weebly.com/.../1/3/2/9/13294342/student_journal_-_wee… · STUDENT JOURNAL – Week 6 ... The hypothesis is