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Welcome to Environmental Science!. Instructor: Mr. Romanowski Office: Room 301 [email protected]. Materials. 1” binder with 4 dividers Composition book 2 colored pens Pencil Your brain. Bell-Ringer (complete in your composition book). - PowerPoint PPT Presentation
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Materials
• 1” binder with 4 dividers• Composition book• 2 colored pens• Pencil• Your brain
CONVERSATIONLevel 0 = silence
HELP Raise hand Wait quietly as you continue to work
BELL-RINGER
MOVEMENTAcceptable reasons: Sharpen pencil Hand in/pick up materials
PARTICIPATION Writing BR in composition book Being quiet Staying in seat Having homework ready to be checked
Bell-Ringer(complete in your composition book)
What makes a question testable (able to be answered by doing an experiment)? Think of 5 things the question must have.
1.______________________2.______________________3.______________________4._______________________5._______________________
Monday Sept 12, 2011
OBJECTIVES:• Identify testable questions
from non-testable questions• Write a testable question
AGENDA• Review Scientific Process• Review criteria for a
testable question• Write testable questions
CONVERSATIONLevel 0 = silence
HELP Raise hand Wait quietly
TEACHER INSTRUCTION
MOVEMENTAny leaving of seat must have permission.
PARTICIPATION Answering when called Writing/taking notes Raising hand with something to say SLANT
Scientific ProcessWhere are we?
1. Select topic2. Gather background information about topic3. Write questions/select a testable question
Before you write a testable question, you need to know….
What makes a question testable?
1. It uses words like whether, when, where, what, how many, how much, and how often, rather than words like why.
2. It lists specific items that will be tested.3. It describes the conditions under which to
which to conduct the test.4. It describes the criteria that will be used.5. It can be tested using available resources.
Which is easier to test?
1. What is the importance of an opposable thumb for the ways in which humans use their hands?
2. Without using your thumbs, can you use a key to open a lock?
CONVERSATION Level 2 = SOFT Only with partner about work
assigned
HELP Red cup = emergency question Yellow cup = can wait question Blue cup = no question Continue working while you wait
PAIR SHARE
MOVEMENTAcceptable reasons: Sharpen pencil Hand in/pick up materials Restroom (only with pass)
PARTICIPATION Looking at your paper Writing/doing what task requires Staying in seat Working cooperatively with partner
Pair Share Directions
1. With your table partner, decide if each of the 6 questions on the bottom of your handout are testable or not.
2. If not testable, rewrite into a testable question on your handout.
3. You have 7 minutes to complete this task.
Testable or Not?
1. How is bug blood different from human blood?
CONVERSATIONLevel 0 = silence
HELP Raise hand Wait quietly
TEACHER INSTRUCTION
MOVEMENTAny leaving of seat must have permission.
PARTICIPATION Answering when called Writing/taking notes Raising hand with something to say SLANT
Testable or Not?
2. Why do your fingers wrinkle after you take a bath?
How long does it take your fingers to wrinkle up while taking a bath?
Testable or Not?
3. Is rock music better than hip hop music?
How many more people prefer rock music rather than hip hop?
What is the effect of the type of music on a person’s mood?
Testable or Not?
4. Why does bright light cause someone to sneeze?
Does a bright light make a person sneeze?
Testable or Not?
5. Do smells affect people’s moods?
Testable or Not?
6. Is vegetarianism better than eating meat?
Who has better blood pressure vegetarians or meat eaters?
CONVERSATIONLevel 0 = silence
HELP Raise hand Wait quietly as you continue to work
SUMMARY
MOVEMENTAcceptable reasons: Sharpen pencil Hand in/pick up materials
PARTICIPATION Writing summary quietly Staying in seat until bell rings
Summary(write on half sheet of paper)
In a couple of sentences, summarize what makes a question testable?
CONVERSATIONLevel 0 = silence
HELP Raise hand Wait quietly as you continue to work
BELL-RINGER
MOVEMENTAcceptable reasons: Sharpen pencil Hand in/pick up materials
PARTICIPATION Writing BR in composition book Being quiet Staying in seat Having homework ready to be checked
Bell-ringer(4 minutes, composition book)
Rewrite this question into a testable question.
How does yeast change over time?
Testable Question: How does the population of yeast change over a 45 minute period?
Tuesday Sept 13, 2011
OBJECTIVES:• Develop a testable
question • Develop a hypothesis for
your testable question• Understand the difference
between independent & dependent variable
• Begin writing a procedure
AGENDA:• discuss BR• Write hypothesis• Independent vs. dependent
variable• Write procedure
HOMEWORK:• Write a procedure for
making a peanut butter & jelly sandwich
CONVERSATIONLevel 0 = silence
HELP Raise hand Wait quietly
TEACHER INSTRUCTION
MOVEMENTAny leaving of seat must have permission.
PARTICIPATION Answering when called Writing/taking notes Raising hand with something to say SLANT
The Process of Scientific Inquiry
Choose a testable
question to answer
Predict the answer
(Hypothesis)
Get to know your topic better
Topic Selection
Writing a hypothesis"If _____[I do this] _____, then _____[this ]_____ will happen, because…
• A educated guess about what is going to happen
• It’s an educated guess because you have already completed your background research
• Keep the variables in mind. The dependant and independent variables should be clearly stated
• Make sure your hypothesis is "testable.“
• A hypothesis explains why you anticipate the outcome you have stated
Dependent variable(what you are measuring)
Independent Variable (what you are changing)
Example of hypothesis
"If a plant receives fertilizer, then it will grow to be bigger than a plant that does not receive fertilizer. This is likely to happen because…
What are the independent and dependant variables?
Independent variable =Dependent variable =
Re-write this into a hypothesis
Ladybugs are a good natural pesticide for treating aphid infected plants.
Hypothesis: If ladybugs are put on an aphid infected plant, then the population of aphids will decrease because ladybugs eat aphids and are a natural pesticide.
Let’s practice writing a hypothesis to our testable question!
CONVERSATIONLevel 0 = silence
HELP Red cup = emergency question Yellow cup = can wait question Blue cup = no question Continue working while you wait Ask 3 before me
INDEPENDENT WORK
MOVEMENTAcceptable reasons: Sharpen pencil Hand in/pick up materials Restroom (only with pass)
PARTICIPATION Looking at work Writing or doing what task requires Staying in seat
Directions for Independent Work
• Write a hypothesis to the testable question we came up with in the beginning of class.
• You have 3 minutes to complete this task.
CONVERSATION Level 2 = SOFT Only with partner about work assigned
HELP Red cup = emergency question Yellow cup = can wait question Blue cup = no question Continue working while you wait
PAIR SHARE
MOVEMENTAcceptable reasons: Sharpen pencil Hand in/pick up materials Restroom (only with pass)
PARTICIPATION Looking at your paper Writing/doing what task requires Staying in seat Working cooperatively with partner
Directions for Pair/Share
• With your partner share your hypothesis and make revisions if necessary.
• You have 2 minutes to complete this task.
CONVERSATIONLevel 0 = silence
HELP Raise hand Wait quietly
TEACHER INSTRUCTION
MOVEMENTAny leaving of seat must have permission.
PARTICIPATION Answering when called Writing/taking notes Raising hand with something to say SLANT
Let’s share your hypothesis!
• If sugar is added to a yeast solution, then the population of yeast will increase because the yeast is feeding on sugar.
The Process of Scientific Inquiry
Choose a testable
question to answer
Predict the answer
(Hypothesis)
Develop a way to answer the question
(Procedure)
Get to know your topic better
Topic Selection
Writing Procedures
1. Should be very specific, telling the person exactly what to do. (The reader should be able to complete the experiment by reading your directions).
2. Steps should be written in complete sentences and numbered in sequential order.
3. Should be written in the 2nd person as if you are talking to the reader.
Summary
• How would identify the dependent and independent variable in an experiment?
Homework• Write a procedure for making a peanut butter
and jelly sandwich
CONVERSATIONLevel 2 = soft
HELP Raise hand Wait quietly as you continue to work
BELL-RINGER
MOVEMENT
None
PARTICIPATION
•Following directions•Working with partner on task assigned•Staying on task
Bell-ringer(with the person on your left, 5 minutes)• Read your partner’s procedure for making a PB & J
sandwich and do EXACTLY what they say, pretend like you are making the sandwich.
• When finished, answer this question in your composition book:
Did you find it easy or difficult to follow your partner’s directions? Explain why.
Wednesday September 14, 2011
OBJECTIVES: • Learn the features of a
well-written procedure• Write a detailed
procedure for your experiment
AGENDA:• discuss BR• Review features of a
procedure• Begin writing procedureHOMEWORK:• Finish writing procedure
for yeast experiment in composition book.
Let’s try out some of your peanut butter and jelly procedures!
CONVERSATIONLevel 0 = silence
HELP Raise hand Wait quietly
TEACHER INSTRUCTION
MOVEMENTAny leaving of seat must have permission.
PARTICIPATION Answering when called Writing/taking notes Raising hand with something to say SLANT
Writing Procedures
1. Should be very specific, telling the person exactly what to do. (The reader should be able to complete the experiment by reading your directions).
2. Steps should be written in complete sentences and numbered in sequential order.
3. Should be written in the 2nd person as if you are talking to the reader.
Let’s begin writing a procedure for the yeast experiment!
(You should copy the steps in your composition book quietly)
MATERIALS (per group)
• 1 Test tube• Stopwatch• Ruler in cm• Yeast • Sugar• Spatula• tray
PROCEDURE
1. obtain materials from teacher.2. Put 1 scoop of yeast in a test tube of water
using spatula.3. Pour 2 scoops of sugar in with the yeast and
water.4. Put test tube cap on test tube and shake
yeast solution up and down twice. Then take cap off.
PROCEDURE
5. Measure the initial height of the yeast solution in cm(be sure to measure from the bottom of the test tube to the top of the bubbles). Record data at 0 minutes in your data table in your composition book.
6. Hold the test tube in the palm of your hand for 4 minutes and then measure the total height of the bubbles after 4minutes and record in data table.
PROCEDURE
CONVERSATIONLevel 0 = silence
HELP Raise hand Wait quietly as you continue to work
SUMMARY
MOVEMENTAcceptable reasons:
NONE
PARTICIPATION Writing summary quietly Staying in seat until bell rings
SUMMARY (half sheet of paper)
• What are key things to keep in mind when writing procedures for an experiment?
HOMEWORK:• Finish procedure for yeast lab.
CONVERSATIONLevel 0 = silence
HELP Raise hand Wait quietly as you continue to work
BELL-RINGER
MOVEMENTAcceptable reasons: Sharpen pencil Hand in/pick up materials
PARTICIPATION Writing BR in composition book Being quiet Staying in seat Having homework ready to be checked
Bell-ringer
Take out your procedure that you finished last night for homework. Read through the procedure listed on the handout. Then with a different writing utensil other than the one you used on your homework, make corrections to your procedure so that it has all the right steps.
Thursday Sept 15, 2011
OBJECTIVES:• Conduct an experiment
following your procedure
• Collect data in a chart for your experiment
AGENDA:• Set up data chart• Review lab expectations• Get into groups• conduct yeast lab• Clean up• Summary
The Process of Scientific Inquiry
Choose a specific
question to answer
Predict the answer
(Hypothesis)
Develop a way to answer the question
(Procedure)
Run the experiment and
record data
Get to know your topic better
Topic Selection
How/where should you record data?What kind of data should you collect?
Set up data chart(in composition book)
X (Independent Variable): Time (minutes) Y (Dependent variable): Height of bubbles in cm
0 minutes
3 minutes
6 minutes
9minutes
12 minutes
15 minutes
18 minutes
Hypothesis
If yeast are put into a warm water/sugar solution over the course of 1 class period, then the population of yeast would grow showing an increase in bubbles, because yeast feed on sugar and are able to reproduce.
Independent variable: Dependent variable:
CONVERSATION Up to level 3 Only about assignment Only with your group members
HELP Red cup = emergency question Yellow cup = can wait question Blue cup = no question Continue working while you wait Ask 3 before me
GROUP WORKMOVEMENTAcceptable reasons: Sharpen pencil Hand in/pick up materials Restroom (only with pass)
PARTICIPATION Looking at paper Writing or doing what task requires Talking only with group about
assignment Staying with group until finished
Failure to follow rules and procedures will result in immediate dismissal from the lab
CONVERSATIONLevel 0 = silence
HELP Raise hand Wait quietly as you continue to work
SUMMARY
MOVEMENTAcceptable reasons: Sharpen pencil Hand in/pick up materials
PARTICIPATION Writing summary quietly Staying in seat until bell rings
SUMMARY(on half sheet of paper)
1. Was your hypothesis proven or disproven during today’s lab?
2. What data did you collect that proves or disproves your hypothesis?
CONVERSATIONLevel 0 = silence
HELP Raise hand Wait quietly as you continue to work
BELL-RINGER
MOVEMENTAcceptable reasons: Sharpen pencil Hand in/pick up materials
PARTICIPATION Writing BR in composition book Being quiet Staying in seat Having homework ready to be checked
Bell-Ringer
Look at the data you collected for the yeast lab. Write an answer to the question below based on the data.
Was your hypothesis proven or disproven. Explain why?
Friday September 16, 2011
OBJECTIVES:• Present your data in
graph form• Form a conclusion
based on your data• Learn how to write a
lab report
AGENDA:1. Lab Reports2. Graphing3. Writing Conclusions4. Work on lab reportHOMEWORK:• Write yeast lab report• Everyone in group must
turn in their own lab report• QUIZ on Monday on
Scientific Process
Mr. R’s Class Rules & Expectations1. Use respectful tones and language when interacting with
classmates and the teacher
2. Follow directions the first time they are given
3. Be a contributing member to the class who does not create distractions or disruptions
4. Use all materials properly and clean up after yourself
5. Come to class on time, wearing your ID, and prepared with all materials
What happens if I make a foolish decision?
First, we will talk about it– I expect all behaviors to self-correct at this point– Just in case it doesn’t…
You will serve a detention with me after school– During this time you will figure out how to avoid the situation in the future
and write a letter to parent/guardian explaining how and why you messed up
Then I will issue a detention referral
Then your fate is in the hands of the Dean’s office
CONVERSATIONLevel 0 = silence
HELP Raise hand Wait quietly
TEACHER INSTRUCTION
MOVEMENTAny leaving of seat must have permission.
PARTICIPATION Answering when called Writing/taking notes Raising hand with something to say SLANT
Presenting your ResearchHomework (Due Monday)Write a lab report based on the yeast lab. Lab reports
must include the following sections:Testable question (done)Hypothesis (done)Materials (done)Procedure (done)Data Table (done)Graph ResultsConclusion
The Process of Scientific Inquiry(Copy in your composition book)
Choose a specific
question to answer
Predict the answer
(Hypothesis)
Develop a way to answer the question
Run the experiment and
record data
Analyze the data and form a conclusion Get to know your
topic better
Topic Selection
How do I graph my data?
Independent Variable: Cause (What did you change?) Dependent Variable: Effect (what did you measure?)
Independent Variable:
X-axis
Dependent Variable:
Y-axisTitle:
Class Hypothesis
If yeast are put into a warm water/sugar solution over the course of 1 class period, then the population of yeast would grow showing an increase in bubbles, because yeast feed on sugar and are able to reproduce.
Independent variable: timeDependent variable: population of yeast
How to Write Conclusions based on Evidence• Was your hypothesis
supported?
• How do you know if your experiment supported your hypothesis?
• What errors did you encounter?
• What more can/should be done to further confirm your initial hypothesis?
• State whether or not the data supports the hypothesis.
• Specifically explain how the data either supports or rejects your hypothesis – I should see numbers here
• Explain any possible errors that may have affected your results
• Suggest some ways/methods to improve this investigation to get more accurate results.
CONVERSATIONLevel 0 = silence
HELP Red cup = emergency question Yellow cup = can wait question Blue cup = no question Continue working while you wait Ask 3 before me
INDEPENDENT WORK
MOVEMENTAcceptable reasons: Sharpen pencil Hand in/pick up materials Restroom (only with pass)
PARTICIPATION Looking at work Writing or doing what task requires Staying in seat
Independent Work Directions
• On the sheet of graph paper, make a graph of your data from the yeast lab. Follow the graph in your notes.
• Begin writing your lab report on looseleaf. Be sure to include all sections of the report.
• Everyone in group must turn in their own report.