The Nature of Science - mrslynchscience7mrslynchscience7.wikispaces.com/file/view/Student+Works+Chapter... · The Nature of Science 1 Reproducible ... Design a test (in this case

Glencoe Science

Chapter Resources

The Nature of Science

Includes:

Reproducible Student Pages

ASSESSMENT

✔ Chapter Tests

✔ Chapter Review

HANDS-ON ACTIVITIES

✔ Lab Worksheets for each Student Edition Activity

✔ Laboratory Activities

✔ Foldables–Reading and Study Skills activity sheet

MEETING INDIVIDUAL NEEDS

✔ Directed Reading for Content Mastery

✔ Directed Reading for Content Mastery in Spanish

✔ Reinforcement

✔ Enrichment

✔ Note-taking Worksheets

TRANSPARENCY ACTIVITIES

✔ Section Focus Transparency Activities

✔ Teaching Transparency Activity

✔ Assessment Transparency Activity

Teacher Support and Planning

✔ Content Outline for Teaching

✔ Spanish Resources

✔ Teacher Guide and Answers

Glencoe Science

Photo CreditsSection Focus Transparency 1: Underwood & Underwood/CORBISSection Focus Transparency 2: (b) NASA; (t) K. M. Westermann/CORBIS

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the conditionthat such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with theThe Nature of Science program. Any other reproduction, for use or sale, is pro-hibited without prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027

ISBN 0-07-867177-9

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 071 09 08 07 06 05 04

The Nature of Science 1

ReproducibleStudent Pages

Reproducible Student Pages■ Hands-On Activities

MiniLAB: Try at Home Observing and Inferring . . . . . . . . . . . . . . . . . 3Lab: Advertising Inferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Model an Archaeological Dig . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Problem Solving and a Scientific Method . . . . . 9Laboratory Activity 2: Probability . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 15

■ Meeting Individual NeedsExtension and Intervention

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 17Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 21Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

■ AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

■ Transparency ActivitiesSection Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 40Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

2 The Nature of Science

Hands-OnActivities

Hands-On Activities

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Observing and InferringProcedure1. Look at the illustration displayed with this MiniLAB in your textbook. It is

a part of a larger illustration.

2. Record in the following space everything you observe about the illustration.

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Analysis1. Infer what might be happening in the illustration.

2. Compare your inferences with the illustration on the left-hand page of the Chapter Review inyour textbook. How close were your inferences to the actual illustration?

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Lab PreviewDirections: Answer these questions before you begin the Lab.

1. You see many advertisements in magazines, newspapers, and on TV. What is usually the purpose of an advertisement?

2. What do advertisers of products want you to infer from their ads?

Imagine you’re reading a magazine and you see an ad for a pest control service. The ad states that 8 out of 10 homes have a problem with carpenterants. Would you infer that your home might have ants? In this lab, you’ll useadvertisements to practice the science skills of observing and inferring. Howdo service providers get their data? Are the data correct?

Real-World QuestionWhat observations and inferences can you make from advertisements?

Materialsmagazine advertisementspaper (1 sheet)colored pencils or markers

Goals■ Make inferences based on observations.■ Recognize the limits of observations.

Procedure 1. Select three magazine advertisements from

those supplied by your teacher.2. For each magazine advertisement, list your

observations in the table on the next page.For example, you might observe that large,ferocious looking insects are pictured in apest control ad.

3. What inferences does the magazineadvertiser want you to make? Makeinferences that relate your observations tothe service or product being provided. Thepest control advertisement, for example,may lead you to infer that if you don’t wantto be invaded by insects, you should hiretheir service.

4. Share your magazine advertisements andinferences with others in your class.

Advertising Inferences

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Data and Observations

Hands-On Activities

Communicating Your DataDescribe a new product or service to your class. As a group, brainstorm ideas for an ad tosell your product. For more help, refer to the Science Skill Handbook.

Conclude and Apply1. Compare and contrast your classmates’ inferences about the advertisements with your own.

Are there other explanations for the things you observed in the advertisements?

2. Create your own magazine advertisement to sell a product. Think about what people willobserve in the ad and what you want them to infer from it.

3. Infer Have a classmate make inferences about your magazine advertisement. What did your classmate infer about the magazine advertisement you created? Is this what you wanted theclassmate to infer? Explain.

Ad Data

Type of Ad Observation Inference

Ad 1

Ad 2

Ad 3

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Lab PreviewDirections: Answer these questions before you begin the Lab.

1. How do you use the craft sticks, toothpicks, and blocks in this lab?

2. What sorts of artifacts might you model in this lab?

Scientists often use models to study objects that are too large or too small toobserve directly. In this lab, your group will construct a model of a prehis-toric site. After you cover the site with sand, you’ll exchange it with anothergroup for them to unearth. Using materials provided by your teacher, youwill create a miniature archaeological dig.

Real-World QuestionWhat can be learned from an archaeological excavation? How do models help us learn about science?

Materialscraft sticks bits of black tissue papertoothpicks interlocking building blocksplastic shovels clear-plastic storage boxsmall paintbrushes ruler, pencil, and papersmall stones sand

Goals■ In this lab you will use the skills, patience, and tools of a scientist while modeling and uncover-

ing your example of a prehistoric site.

Safety Precautions

Procedure1. Obtain a storage box in which to build

your site.2. Using the materials provided by your teacher,

begin by planning what remains your sitewill contain and where they will be placed.

3. While designing your site, keep in mindthat this is an area where people once lived.Artifacts you might want to include are ahearth used for cooking, a trash pit, somesort of shelter, a protective wall, a burialsite, a water source, and tools.

Model an Archaeological Dig

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4. Now that you’ve placed your artifacts,create a map of your site. Draw your mapto scale.

5. Cover your site with sand so that anothergroup from your class can excavate theartifacts.

6. Exchange your model with one made byanother group. Keep the map of your site for now.

7. Using the paintbrushes and shovels givento you, begin by slowly excavating the siteyour group received.

8. As you excavate, be sure to accuratelyrecord the locations of all of your discoveries. Draw a map as you excavate.Be sure to use the measurements you madeas you unearthed the site.

Hands-On Activities

Communicating Your Data

Make an enlarged version of the map you created while uncovering your findings. Displayyour maps on a poster like a scientist would. For more help, refer to the Science SkillHandbook.

Conclude and Apply1. Compare and Contrast How was this experience similar to a real archaeological dig? Did any of

the excavating tools damage or disturb the site? How do archaeologists avoid damaging the site?

2. Infer How do you think archaeologists recognize findings that aren’t familiar to them? Whatclues do they use?

3. Explain Why did you make maps of your site and the site you excavated? How would mapshelp scientists after they have excavated a site?

4. Compare and contrast your map of the site you excavated to the map of the student whomade it. How are your maps similar? How are they different? Do the same with the map youmade for your own model of your archaeological dig.

5. Identify what other things do scientists study using models? Think of a scientific conceptyou’ve learned already this year, either small or large, that scientists study by using models.

(continued)

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Problem Solving and a Scientific Method

Think back to the last problem you had to solve. No matter how you solved the problem, youprobably used some or all of the steps of a “Scientific Method.” A scientific method is a logicalapproach to solving problems. There are many methods used by scientists to solve problems.However, most scientists recognize four basic steps: (1) determining the problem, (2) testing,(3) analyzing the results, and (4) drawing conclusions.

StrategyYou will use a scientific method to determine the density of an ice cube.

Materials ice cubes alcohol graduated beakermetric ruler balance tongswater graduated cylinder stirring rods

WARNING: Do not ingest alcohol or breathe fumes. Non-drinking alcohol is poisonous. Liquid andvapor are extremely flammable.

Procedure1. In order to solve the problem, you must first determine what it is you need to know. Using the

tongs, place an ice cube on the tabletop and make some observations. Describe the shape of thecube using a metric ruler to measure its size. Does its size and shape change over the 5 minuteperiod? It is best to organize your initial observations into a data table for easy review. Forparts D and E of the table, use the graduated cylinder and graduated beaker. Clean thembetween each trial and use a different ice cube for each trial. Now complete Table 1 below.

2. What other information is helpful that cannot be gained from initial observation? A littleresearch might be helpful at this time. Your closest source of information is your textbook.Define the unknown terms and tell in what units each would be measured.

A. Density

B. Mass

C. Volume

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Ice Cube Observations

A. View on tabletop for5 minutes

B. Shape

C. Size

D. In water

E. In alcohol

Table 1


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Laboratory Activity 1 (continued)

Name Date Class

3. Design a test (in this case a procedure) that will enable you to determine the density of an ice cube.

Hands-On Activities

Data Collected (framework for writing results)

A. Volume of the ice cube _______________ cubic centimeters (cm3)

B. Mass of the ice cube _______________ grams (g)

C. Density of the ice cube _______________ grams/cubic centimeter (g/cm3)

Questions and Conclusions1. Analyze the results.

A. My answer for the density of the ice cube was _______________.

B. The accepted value for the density of the ice cube is _______________.

C. Now determine the percent error. The percent error is determined by the following formula:Accepted Value minus Calculated Value divided by the Accepted Value times 100.

Accepted – Calculated✕ 100

Accepted

The percent error is _______________.

2. Draw a conclusion.If your percent error is low (under 10%), then your experimental design is acceptable given the materials and the time you had available for completing the task. Knowing the “right” answer toa problem is not always possible. A scientist has to repeat an experiment several times and oftenwill compare the results with others.A. How did your results compare with the other students?

B. How did your procedures compare?

C. Do you think you need to change your procedures? If so, in what way?

D. What is your conclusion?

Strategy Check

Can you use a scientific method to determine the density of an ice cube?

First Trial ProcedureA.

B.

C.

D.

E.

Second Trial Procedure A.

B.

C.

D.

E.

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Probability

Crystals in rocks and cells in plants and animals develop in relatively predictable ways. Othermaterials behave in unpredictable ways. Gas particles, for instance, move in every direction, bumpinto obstacles, then fly off in different directions. Scientists make educated guesses about this typeof behavior based on the laws of probability. Studying probability helps scientists predict randombehavior. Scientists make many observations of the random behavior and find the average of allthese observations. They use this average to make predictions about how the material is likely tobehave in the future.

StrategyYou will use a spinner to determine the direction and distance you will move.You will use the probability to interpret your random movements.

Materials cardboard (thin)pastescissorsstraight pinshirt buttonpencils (colored)graph papermetric ruler

Procedure1. Paste the spinner and pointer section,

Figure 1, to the cardboard.2. Cut out the spinner and the pointer.3. Push the straight pin upward through the

center dot of the spinner.4. Place the button on the pin and then push

the pin through the center of the arrow.5. Spin the arrow. When it stops, read from

the outer dial the direction in which youare to move. Record the direction in Table 1on the next page.

6. Spin the arrow again. When it stops, readthe number of spaces you are to movefrom the inner dial. Record the number ofspaces in Table 1.

7. Record 20 turns (2 spins each turn). Thisis Trial 1.

8. Spin 20 more turns; record under Trial 2.Spin 20 more turns; record under Trial 3.

9. Start at Point A at the center of the graphpaper, and plot your movements for Trial 1.Move diagonally if the direction is northeast,southeast, northwest, or southwest. Movealong a grid line if the direction is north,south, east, or west.

10. Using different colored pencils, plot yourmovements for Trials 2 and 3. Begin plotting each trial at Point A.

11. Measure and record the distances along astraight line from Point A to the end ofyour random paths. Record the class average also.

LaboratoryActivity22

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Data and Observations

Table 1

Hands-On Activities

Trial 1 Trial 2 Trial 3

Direction Spaces Direction Spaces Direction Spaces

1

2

3

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Distance

Classaveragedistance

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Questions and Conclusions1. Were the three distances equal? Did all three paths follow the same direction?

2. Based on your three trials, can you make an accurate prediction of the distance and directionof future paths?

3. Would the average distance of ten paths be more accurate for predicting distance and directionthan the average of your three paths? Why?

4. How does the class average compare to your average?

5. Which is the better prediction, the class average or your average? Why?

6. Is a scientific law based on probability necessarily incorrect?

Strategy Check

Can you predict how far from Point A you will travel based on your three paths?

Can you predict random motion using probability?

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Hands-On Activities

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Figure 1

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Directions: Use this page to label your Foldable at the beginning of the chapter.

Science

Both

Technology

the process of understanding

the world around you

using scientific methods to

solve problems

the use of the knowledge

gained through science to

make new tools people

can use

an archaeological dig

computers

radar

experiments

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Meeting IndividualNeeds

Meeting Individual Needs

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OverviewThe Nature of Science

Directions: Use the following terms to complete the flow chart below.

analyze your data recognize the problem draw conclusions

test your hypothesis form a hypothesis

Mee

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A Scientific Method

1.

2.

3.

4.

5.

Directed Reading for

Content Mastery

Name Date Class


Section 1 ■ How Science Works

Directions: In the blank at the left, write the letter of the term that correctly completes each sentence.

1. Pottery and tools used by ancient people are examples of ______.

a. chemicals b. artifacts

2. ______ dug around the site help determine the size of the site.

a. Artifacts b. Holes and ditches

3. Archaeologists study the ______ of ancient people.

a. cultural remains b. dreams

4. Computers, cameras, and radar surveys are examples of ______.

a. hypotheses b. technology

5. An archaeological dig is called a(n) ______.

a. vacation ` b. excavation

6. ______ are scientists who study Earth processes.

a. Geologists b. Gemologists

7. ______ is a type of technology that lets scientists “see” what’s beneaththe ground.

a. Radar b. Radio

8. ______ is the process of trying to understand the world.

a. Technology b. Science

9. ______ is the use of knowledge gained through science to make products and tools people can use.

a. Technology b. Archaeology

10. The age of artifacts can be determined by ______ .

a. radar b. chemical analysis

11. Archaeology covers a time span of more than ______ years.

a. 10,000 b. 3 million

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Content Mastery

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Section 2 ■ Scientific Problem Solving

Directions: Use the following terms to complete the outline below.

Draw conclusions Identify the independent variable

Form a hypothesis Analyze the data Gather materials

Infer Communicate results

Scientific Method

I. Recognize the Problem

A. Observe

B.

II.

III. Test the Hypothesis

A. Plan the experiment

1. Identify the dependent variable(s)

2.

3. Identify the constants and possibly a control

B. Do the experiment

1.

2. Plan procedures

3. Make observations

4. Organize data

IV.

V.

VI.

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Content Mastery

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Key TermsThe Nature of Science

Directions: Unscramble the terms in italics to complete the sentences below. Write the terms on the lines provided.

1. A statement that can be tested is a(n) sihotspyhe.

2. A conclusion about an observation is a(n) ifreneenc.

3. Using knowledge gained through science to make products

or tools people can use is goolynecht.

4. Using your senses to gather bits of information is called

esratvoobin.

5. The step-by-step procedure to solve a problem is called

a(n) ciecifstni dothme.

6. The process of understanding the world around you is

senicce.

7. A standard used for comparison is the troncol.

Directions: Draw a line from each term on the left to its description on the right.

8. independent variable

9. constant

10. dependent variable

11. control

12. technology

13. science

14. hypothesis

15. scientific method

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the factor being measured in an experiment

the one factor you change in an experiment

the factor that stays the same in an experiment

the process of trying to understand the world

standard used for comparison

using knowledge to create new tools

step-by-step proceedures of problem solving

a statement that can be tested


Content Mastery

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La naturaleza de la ciencia 21

SinopsisLa naturaleza de la ciencia

Instrucciones: Usa los siguientes términos para completar el diagrama de flujo.

analizar los datos reconocer el problema sacar conclusiones

formular una hipótesis probar la hipótesis

Un método científico

1.

2.

3.

4.

5.

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22 La naturaleza de la ciencia

Sección 1 ■ Cómo funciona la ciencia

Instrucciones: Escribe en los espacios a la izquierda la letra del término que complete correctamente cadaoración.

1. La cerámica y herramientas que usaron las gentes del pasado son ejem-

plos de ______.

a. químicos b. artefactos

2. Los (Las) ______ que se cavan alrededor del sitio ayudan a determinarsu tamaño.

a. artefactos b. hoyos y canales

3. Los arqueólogos estudian ______ de las gentes del pasado.

a. restos culturales b. sueños

4. Computadoras, cámaras y estudios con radar son ejemplos de ______.

a. hipótesis b. tecnología

5. Una excavación arqueológica se llama un(a) ______.

a. vacación ` b. excavación

6. Los ______ son científicos que estudian los procesos de la Tierra.

a. geólogos b. gemólogos

7. El(La) ______ es un tipo de tecnología que permite a los científicos"ver"lo que está debajo.

a. radar b. radio

8. La ______ es el proceso de tratar de comprender el mundo.

a. tecnología b. ciencia

9. La ______ es el uso del conocimiento adquirido por medio de la cienciapara hacer productos y herramientas que la gente puede usar.

a. tecnología b. arqueología

10. La edad de los artefactos puede determinarse por medio de ______ .

a. radar b. análisis químicos

11. La arqueología cubre un rango de más de ______ años.

a. 10,000 b. 3 millones

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La naturaleza de la ciencia 23

Sección 2 ■ Resuelve problemascientíficos

Instrucciones: Usa los siguientes términos para completar el bosquejo.

saca conclusiones identifica la variable independiente

formula una hipótesis analiza los datos recoge materiales

infiere comunica los resultados

El método científico

I. Reconocer el problema

A. Observar

B. ___________________

II.

III. Probar la hipótesis

A. Planificar el experimento

1. Identificar la(s) variable(s) dependiente(s)

2.

3. Identificar las constantes y posiblemente un control

B. Realizar el experimento

1.

2. Planificar los procedimientos

3. Hacer observaciones

4. Organizar los datos

IV.

V.

VI.

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Satisface las necesidades individuales

24 La naturaleza de la ciencia

Términos ClavesLa naturaleza de la ciencia

Instrucciones: Acomoda las letras de los términos en bastardilla para completar las siguientes oraciones. Escribelos términos en las líneas a la izquierda.

1. Una afirmación que puede ponerse a prueba es un(a)

ótpeisshi.

2. Una conclusión basada en una observación es un(a) frini-

aecen.

3. El uso del conocimiento adquirido por la ciencia para

hacer productos o herramientas para el uso de la gente es

neíatcloog.

4. Usar los sentidos para obtener fragmentos de informa-

ción se llama ncboresavói.

5. El procedimiento paso a paso para resolver un problema

se llama édtoom teciníocfi.

6. El proceso de comprender el mundo que te rodea es

cacenii.

7. troncol es un estándar que se usa como comparación.

Instrucciones: Une con una línea cada término a la izquierda con su descripción a la derecha.

8. variable independiente

9. constante

10. variable dependiente

11. control

12. tecnología

13. ciencia

14. hipótesis

15. método científico

el factor que se está midiendo en un experimento

el único factor que se cambia en un experimento

el factor que permanece igual en un experimento

el proceso de tratar de comprender el mundo

estándar usado como comparación

uso del conocimiento para crear herramientas nuevas

procedimiento paso a paso para resolver un problema

afirmación que puede ponerse a prueba

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Directions: Answer the following questions on the lines provided.1. Explain the difference between science and technology.

2. Name some types of technology.

3. Why is it necessary to excavate an archaeological site slowly and carefully?

4. What is the focus of each of the two main branches of archaeology?

5. Circle the tools that are likely to be used at an archaeological site.

small shovel paint brush video camera chain saw washing machine

6. How are most archaeological sites discovered?

7. What do maps of an archaeological site show?

8. List archaeological activities that are performed at the site and activities that are performed inthe laboratory.

At the Site

In the Lab

How Science Works

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Scientific Problem Solving

Directions: List the basic steps used to solve scientific problems.

1.

2.

3.

4.

5.

6.

To determine which of three types of batteries last the longest, Laura used three identical flash-lights, put one type of battery in each, turned them on simultaneously, and timed how long eachflashlight remained lit. Use Laura’s experiment to answer these questions.

7. What are the independent variables?

8. What are the dependent variables?

9. What are the constants?

10. What are the controls?

11. How could Laura make sure her conclusions were valid?

12. If one of the flashlights went off after only one minute, what would you conclude?

13. Wallace hypothesized that batteries will last longer if he plays his boom box at low rather thanhigh volume. Describe how he could test his hypothesis.

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La Brea Tar Pits

1. Give two reasons so many fossils have been found at La Brea compared to other places.

2. Give two reasons why information about fossils is more accurate today than earlier in the twentieth century.

3. Why have La Brea fossils become the world’s standard for fossils from that time period?

4. Some of the fossils found at La Brea are those of extinct animals. Can you think of any reasonswhy other identified animals may no longer live in the area?

For centuries, crude oil has seeped to Earth’ssurface through fissures in an area of Los Ange-les, California, creating pools of sticky asphalt.These pools, the La Brea Tar Pits, contain fossilsand bones from as long as 40,000 years ago.

During the 1800s, people who lived near thearea considered them to be only a smelly nui-sance. Then, in 1895, the bones of a saber-toothtiger were dug out of the asphalt, and six yearslater the first scientific excavation began. Sincethat time, millions of bones have been collected.

Excavation TodayToday, excavators take an even more scien-

tific approach to their work. Instead of simplydigging up and removing the bones from theground, scientists carefully analyze the bonesand how they relate to one another. This givesthem a clearer picture of what life was like longago, when the area was cooler and moister.

Excavations are divided into 3-foot-squaregrids. This allows the excavators to accuratelyrecord the location of each fossil found. In earlier years, the digging was crudely done, andmany smaller fossils were missed. Workerstoday use smaller tools such as chisels andtrowels, even tiny brushes and dental picks.In case they miss anything, the sediment isscreened to find microfossils.

Including plants, mollusks, and insects, over650 different species have been identified bytheir fossil remains at La Brea. Paleontologists—scientists who study fossils—have learnedthat some of the plants and animals that formerly occupied the area still live there. Onthe other hand, many species, such as camels,mammoths, land sloths, and giant storklikebirds, are found nowhere in North Americatoday.

Creating the Tar PitsHow did the bones get there? The asphalt, as

noted above, is very sticky. Careless animalswere trapped like flies on flypaper. They even-tually died from starvation and dehydration. Intime they were completely covered by theasphalt which acts like a natural preservative,saturating bones and protecting them from the ravages of wind, water, and weather. Thefossils have been so well preserved that La Breafossils are now the standard to which other fossils for that period from around the worldcan be compared.

It is through the careful gathering of dataand the keeping of accurate records that a bodyof scientific knowledge can be accumulated.With that knowledge comes a better under-standing of the world and our place in it.

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Inductive Reasoning

When you draw a conclusion based on a number of observations, you are using inductive reasoning. By this process, you make a general statement based on specific examples. The following are examples of inductive reasoning.

Problem to solve: What percent of the seeds in a package will sprout?Observations: In three tests of 100 seeds each, 95, 89, and 92 seeds sprouted.Conclusion: About 92% of the seeds in a package will sprout.

Problem to solve: Which of the two cars in a race is faster—the blue car or the red car?Observations: In 5 tests of 10 laps each, with the same driver for both cars, the blue

car’s time was always faster.Conclusion: The blue car is the faster car.

The conclusions that result from inductive reasoning only reflect the observations that wereused to make them. If other factors would affect the conclusion but were not observed, the processmay produce misleading results.

1. Suppose all of the seed tests were done at the same time in the same type of soil and weatherconditions. What limitations would that put on the conclusion that 92% of the seeds in a seedpackage will sprout?

2. What if, unknown to the experimenter, a wheel on the red car was loose? What effect couldthat fact have on the validity of the conclusion that the blue car is the faster car?

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Section 1 How Science Works

A. __________________—process of trying to understand the world

B. ______________________—branch of science that studies the tools and other cultural

remains of humans

1. __________ —could be stone or bone

2. ______________ —for hunting or defense

3. __________ drawings—clues to everyday life

4. Remains of ___________________

5. ______________ —whole or shards; can more accurately date culture

C. _____________________—knowledge gained from science used to conduct scientific studies;

radar surveys can help study archaeological sites.

D. Archaeological ______________________ or digs are important ways of studying a site.

1. As __________________ are found, they are mapped, photographed, registered, and cataloged.

2. In a lab, ____________________________ can help determine the age of artifacts.

Section 2 Scientific Problem Solving

A. _____________________________—solving problems using step-by-step procedures

B. _____________________________—question without an answer

1. Scientists make _______________________ using their senses.

a. What do you see? Did it change?

b. Is there and odor?

c. Did the texture change?

2. Observations lead to _____________________—conclusions about observations

C. After identifying a problem, a _____________________ is developed based on observation,

research, or prior knowledge.

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Note-takingWorksheet


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D. An _____________________, a series of carefully planned steps, tests the hypothesis.

1. ______________________ variable—the factor that is changed in the experiment

2. ____________________ variable—the factor or outcome to be measured in the experiment

3. ____________________ are factors that stay the same during the experiment.

4. A standard used for comparison is a __________________.

E. _______________ are collected during the experiment through numeric measurements and

observations.

F. After analyzing data, a scientist makes a _____________________, which is valid only after

multiple experiments support it.


Note-taking Worksheet (continued)


Assessment

Assessment

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Chapter Review


Part A. Vocabulary ReviewDirections: Write the correct term in the space beside each definition. The boxed letters should spell the term fora scientist who studies the cultural remains of ancient people.

1. the factor being measured in an experiment

2. an explanation of an observation

3. step-by-step procedures of a scientific problem solving

4. the use of knowledge gained through science to make products or tools people can use

5. the one factor that you change in an experiment

6. a statement that can be tested

7. factors in an experiment that stay the same

8. a standard used for comparison

9. the study of cultural remains ofancient people

10. a judgment based on what has been observed

11. the process of trying to understand the world

12. bits of information you gather with your sense organs

The boxed letters spell:

Asse

ssm

ent

___ ___ ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

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Chapter Review (continued)


Directions: Select the term from the following list to describe the problem-solving step being used in each situation.

recognize the problem observe and infer form a hypothesis

test the hypothesis analyze the data draw conclusions

13. Kenesha regularly sees rabbits in a neighbor’s field. She thinks they have a nest nearby.

14. Elizabeth rode her bike to school every day for two weeks. She knows she can get to school in 15 minutes.

15. Carlos wonders if his bicycle is getting hard to pedal because the tires need air.

16. Georgia notices that her watch is losing time.

Part B. Concept ReviewDirections: Answer the following questions on the lines provided.

1. You discover an old homesite and decide to excavate at a spot where you found some old glass.a. What kind of record would you make of the site as you found it?

b. What tools might you use?

c. What precautions would you take to ensure that you do not break any glass you might unearth?

d. Suppose you find some perfume bottles, a medicine bottle, and an unusual bottle you can’tidentify. How could you find out more about them?

2. How are hypotheses made?

3. Describe some ways you can make observations.

4. Why do scientists share their results?

5. Why is it important to repeat experiments?

6. Why is it important to verify conclusions?

Assessment

TransparencyActivities


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Section FocusTransparency Activity11

Transparency Activities

The large dinosaur shown below is an Apatosaurus, a plant-eaterthat lived in North America. It may have consumed as much as a ton of food per day!

Where’s an all-you-can-eat salad bar?

1. What are some ways dinosaur bones might be discovered?

2. How do scientists know how to reconstruct dinosaur skeletons?

3. No matter how thorough and careful their research is, scientistscan make mistakes. What are some ways mistakes are discovered?

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Section FocusTransparency Activity22

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Was there ever a city named Ubar on the Arabian peninsula? Information from maps, old texts, and oral tales indicated that therewas once a wealthy city near the caravan route—but there were noruins or other evidence of a city to be found. Finally, pictures fromspace showed where the ancient caravan tracks came together. Hiddenin a near-by sinkhole was the lost trading center!

Searching for a Lost City

1. If you had evidence of a lost city, what are some things you might doto try and find it?

2. How did technology help in the hunt for Ubar?

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Teaching TransparencyActivity22 Scientific Method


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Teaching Transparency Activity (continued)

1. What are scientific methods?

2. Why are scientific methods used?

3. What are two problems in everyday life that could be solved using scientific methods?

4. What is a hypothesis?

5. Based on his own experience, Raoul’s hypothesis is that milk will sour faster if left at roomtemperature than it will if kept in the refrigerator. What should Raoul do next?

Transparency Activities

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AssessmentTransparency Activity

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Directions: Carefully review the table and answer the following questions.


1. Students filled each bag with cans. How many cans did the weakestbag hold?A 40 C 21B 38 D 29

2. According to the table, which bag can hold more cans than theweakest bag but fewer than 30 bottles?F WG XH YJ Z

3. The above data was obtained with many types of cans and bottles.More reliable results could be determined for this experiment by ___.A weighing the bags instead of counting the cans and bottlesB using cans and bottles of the same colorC filling each bag with the same number of cans and bottlesD mixing cans and bottles together

Determining Garbage Bag Strength

W

X

Y

Z

Kitchen

Kitchen

Kitchen

Kitchen

38

29

40

21

30

24

33

18

Bag type Number of bottles heldBag Number of

cans held

Documents

The Nature of Science - mrslynchscience7mrslynchscience7.wikispaces.com/file/view/Student+Works+Chapter... · The Nature of Science 1 Reproducible ... Design a test (in this case