Scientific method and procces

Steps of Steps of the the

Scientific Scientific MethodMethod

The Scientific Method involves a series of steps that are used

to investigate a natural occurrence.

We shall take a closer look at

these steps and the terminology you will need to

understand before you start a science project.

Problem/QuestionObservation/Research

Formulate a HypothesisExperiment

Collect and Analyze ResultsConclusion

Communicate the Results

Steps of the Scientific Method

1. Problem/QuestionProblem/Question: Develop a question or problem that can

be solved through experimentation.


2. Observation/ResearchObservation/Research: Make observations and research

your topic of interest.

Do you remember the Do you remember the next step?next step?


3. Formulate a HypothesisFormulate a Hypothesis: Predict a possible answer to

the problem or question.Example: If soil temperatures

rise, then plant growth will increase.


4. ExperimentExperiment: Develop and follow a procedure.

Include a detailed materials list.The outcome must be

measurable (quantifiable).


5. Collect and Analyze ResultsCollect and Analyze Results: Modify the procedure if

needed.Confirm the results by retesting.

Include tables, graphs, and photographs.

Steps of the Scientific Method6. ConclusionConclusion: Include a statement that accepts or

rejects the hypothesis.Make recommendations for

further study and possible improvements to the

procedure.


7. Communicate the ResultsCommunicate the Results: Be prepared to present the project

to an audience.Expect questions from the

audience.

Think you can name all Think you can name all seven steps?seven steps?

Problem/QuestionProblem/QuestionObservation/ResearchObservation/Research

Formulate a HypothesisFormulate a HypothesisExperimentExperiment

Collect and Analyze ResultsCollect and Analyze ResultsConclusionConclusion

Communicate the ResultsCommunicate the Results

Let’s put our knowledge of the Scientific Method to a realistic

example that includes some of the terms you’ll be needing to use and

understand.

Problem/Question

John watches his grandmother bake bread. He ask his grandmother what

makes the bread rise.She explains that yeast

releases a gas as it feeds on sugar.

Problem/Question

John wonders if the amount of sugar used in the recipe will affect the size of the bread

loaf?

Caution!Be careful how you use effect and

affect.Effect is usually a noun and affect, a

verb.“ The effect of sugar amounts on the

rising of bread.”“How does sugar affect the rising of

bread?”

Observation/ResearchJohn researches the areas of baking and

fermentation and tries to come up with a way

to test his question.He keeps all of his information on this topic in a journal.

John talks with his teacher and she gives him a Experimental Design Diagram to help him set up his

investigation.

Formulate a Hypothesis

After talking with his teacher and

conducting further research, he comes

up with a hypothesis.“If more sugar is added,

then the bread will rise higher.”

Hypothesis The hypothesis is an educated

guess about the relationship between the independent and

dependent variables.Note: These variables will be defined in the next few slides.

Do you know the difference Do you know the difference between the independent between the independent and dependent variables?and dependent variables?

Independent Variable The independent, or

manipulated variable, is a factor that’s intentionally varied by the

experimenter.John is going to use 25g., 50g.,

100g., 250g., 500g. of sugar in his experiment.

Dependent Variable The dependent, or responding variable, is the factor that may change as a result of changes

made in the independent variable.

In this case, it would be the size of the loaf of bread.

Experiment

His teacher helps him come up with a

procedure and list of needed materials.

She discusses with John how to

determine the control group.

Control Group In a scientific experiment, the control is the group that serves as the standard of comparison.

The control group may be a “no treatment" or an “experimenter

selected” group.

Control Group The control group is exposed to

the same conditions as the experimental group, except for

the variable being tested.All experiments should have a

control group.

Control Group Because his grandmother always used 50g. of sugar in

her recipe, John is going to use that amount in his control

group.

Constants

John’s teacher reminds him to keep all other factors the same so that any observed

changes in the bread can be attributed to the variation in the amount of sugar.

Constants

The constants in an experiment are all the

factors that the experimenter attempts

to keep the same.

Can you think of some Can you think of some constants for this constants for this

experiment?experiment?

ConstantsThey might include:

Other ingredients to the bread recipe, oven used,

rise time, brand of ingredients, cooking time,

type of pan used, air temperature and humidity

where the bread was rising, oven temperature,

age of the yeast…

ExperimentJohn writes out his

procedure for his experiment along with a materials list in his

journal. He has both of these checked by his

teacher where she checks for any safety

concerns.

Trials

Trials refer to replicate groups that are exposed to the same conditions

in an experiment.John is going to test each

sugar variable 3 times.

Collect and Analyze ResultsJohn comes up with

a table he can use to record his data.John gets all his materials together and carries out his

experiment.

Size of Baked Bread (LxWxH) cm3

Amt. of Sugar (g.)

1 2 3 AverageAverageSize (cmSize (cm33))

25 768 744 761 758

50 1296 1188 1296 1260

100 1188 1080 1080 1116

250 672 576 588 612

500 432 504 360 432

Size of Bread Loaf (cmSize of Bread Loaf (cm33))

TrialsTrials

Control group

Collect and Analyze ResultsJohn examines his data and notices that

his control worked the best in this

experiment, but not significantly better

than 100g. of sugar.

ConclusionJohn rejects his hypothesis, but

decides to re-test using sugar

amounts between 50g. and 100g.

Experiment

Once again, John gathers his materials and carries out his

experiment.Here are the results.

Can you tell which group Can you tell which group did the best?did the best?

Size of Baked Bread (LxWxH) cm3

Amt. of Sugar (g.)

1 2 3 AverageAverageSize (cmSize (cm33))

50 1296 1440 1296 1344

60 1404 1296 1440 1380

70 1638 1638 1560 1612

80 1404 1296 1296 1332

90 1080 1200 972 1084

Size of Bread Loaf (cmSize of Bread Loaf (cm33))

TrialsTrials

Control group

ConclusionJohn finds that 70g.

of sugar produces the largest loaf.

His hypothesis is accepted.

Communicate the ResultsJohn tells his

grandmother about his findings and

prepares to present his project in

Science class.

The 5 E’s of Scientific Presentation

Concepts of

Science

Science Content

Students use the process skills of science to develop an understanding of the scientific

concepts.

Process Skills of Science

Engage

Explore

ExplainExtend

Evaluate 5 E’sScientific

Presentation

EngageActivity which will focus student’s attention,

stimulate their thinking, and access prior knowledge.

ExploreActivity which gives students time to think and investigate/test/make decisions/problem solve,

and collect information.

ExplainActivity which allows students to analyze their

exploration. Student’s understanding is clarified and modified through a reflective

activity.

ExtendActivity which expands and solidifies student

thinking and/or applies it to a real-world situation.

EvaluateActivity which allows the teacher to assess

student performance and/or understandings of concepts, skills, processes, and applications.

Engage

Explore

ExplainExtend

Evaluate 5 E’sScientific

Presentation

EngageSuggested Activities

• Demonstration• Reading• Free Writing• Analyze a Graphic Organizer• KWL• Brainstorming

Engage What the Scientist Does

• Creates Interest.• Generates curiosity.• Raises questions.• Elicits responses that uncover what the

Audience know or think about the concept/topic.

EngageWhat the Presenter Does

• Asks questions such as, Why did this happen? What do I already know about this? What have I found out about this?

• Shows interest in the topic.

ExploreSuggested Activities

• Perform an Investigation• Read Authentic Resources to Collect Information• Solve a Problem• Construct a Model

Explore What the Scientist Does

• Encourages the Audience to work together without direct instruction from the Scientist.

• Observes and listens to the Audience as they interact.

• Asks probing questions to redirect the Audience’ investigations when necessary.

• Provides time for Audience to puzzle through problems.

ExploreWhat the Audience Does

• Thinks freely but within the limits of the activity.• Tests predictions and hypotheses.• Forms new predictions and hypotheses.• Tries alternatives and discusses them with

others.• Records observations and ideas.• Suspends judgement.

ExplainSuggested Activities

• Audience Analysis & Explanation• Supporting Ideas with Evidence• Structured Questioning• Reading and Discussion• Scientist Explanation• Thinking Skill Activities: compare, classify, error

analysis

Explain What the Scientist Does

• Encourages the Audience to explain concepts and definitions in their own words.

• Asks for justification (evidence) and clarification from Audience.

• Formally provides definitions, explanations, and new ideas.

• Uses Audience’ previous experiences as basis for explaining concepts.

ExplainWhat the Audience Does

• Explains possible solutions or answers to others.• Listens officially to others’ explanations.• Questions others’ explanations.• Listens to and tries to comprehend explanations

the Scientist offers.• Refers to previous activities.• Uses recorded observations in explanations.

ExtendSuggested Activities

• Problem Solving• Decision Making• Experimental Inquiry• Thinking Skill Activities: compare, classify, apply

Extend What the Scientist Does

• Expects the Audience to use formal ideas, definitions, and explanations provided previously.

• Encourages the Audience to apply or extend the concepts and skills in new situations.

• Reminds the Audience of alternative explanations.• Refers the Audience to existing data and evidence

and asks, What do you already know? Why do you think . . .?

• Strategies from Explore apply here also.

ExtendWhat the Audience Does

• Applies new ideas, definitions, explanations, and skills in new, but similar situations.

• Uses previous information to ask questions, propose solutions, make decisions, and design experiments.

• Draws reasonable conclusions from evidence.• Records observations and explanations.• Checks for understandings among peers.

EvaluateSuggested Activities

• Any of the Previous Activities• Develop a Scoring Tool or Rubric• Test (SR, BCR, ECR)• Performance Assessment• Produce a Product• Journal Entry• Portfolio

Evaluate What the Scientist Does

• Observes the Audience as they apply new concepts and skills.

• Assesses Audience’s’ knowledge and/or skills.• Looks for evidence that the Audience have

changed their thinking or behaviors.• Allows Audience to assess their own learning and

group-process skills.• Asks open-ended questions, such as: Why do you

think. . .? What evidence do you have? What do you know about x? How would you explain x?

EvaluateWhat the Audience Does

• Answers open-ended questions by using observations, evidence, and previously accepted explanations.

• Demonstrates an understanding or knowledge of the concept or skill.

• Evaluates his or her own progress and knowledge.

• Asks related questions that would encourage future investigations.

The 5 E’s Scientific Presentation Planner

ENGAGE:

EXPLORE:EVALUATE:

EXPLAIN:EXTEND:

Elementary Scientific Planning Sheet

CONTENT STANDARDS:Earth/Space ScienceLife Science Physics

Chemistry Environmental Science

INDICATOR (MLO):

Grade: Unit:

SKILLS AND PROCESSES STANDARD:Students will demonstrate the thinking and acting inherent in the practice of science.Scientific Inquiry:

Demonstrates the ability to employ the language, instruments, methods, and materials of science.

Indicator:

Critical Thinking:

Demonstrates the thinking and acting inherent in the practice of science.

Indicator:

Applications of Science:Demonstrates the ability to apply science information in various situations.

Indicator:

Technology:

Demonstrates the ability to use the principles of technology when exploring scientific concepts.

Indicator:

ENDURING UNDERSTANDING:

ESSENTIAL QUESTION:

Well-Designed Science InvestigationHigh School

Testable Question(s) - A question that can be answered through an investigation.

Prediction - A statement about what may happen in the investigation based on prior knowledge and/or evidence from previous investigations.

Hypothesis -

Well-Designed Procedure

A testable explanation (if-then statement) based on an observation, experience, or scientific reason including the expected cause and effect in a given circumstance or situation.

Directions - A logical set of steps followed while completing the procedure.

Materials - All materials needed for completing the investigation are listed.

Variables(s) - Factors in an investigation that could affect the results. The independent variable (horizontal or x-axis) is the one variable the investigator chooses to change. The dependent variable(s) (vertical or y-axis) change(s) as a result or response.

Data Collection - The results of the investigation usually recorded on a table, graph, chart, etc.

Repeated or Multiple Trials - Repeating the investigation several timesand using the collected data for comparing results and creating

reliability.

Part 1

Well-Designed Science InvestigationHigh School

Part 2

Conclusion1. A statement about the trend (general drift, tendency, or direction) of a set of data from analyzing the data collected during the investigation (form a conclusion ).2. The closing paragraph of a report including at least the investigative question, the hypothesis, and the explanation of the results ( write a conclusion ).

Communicate and Discuss ResultsShare your findings with others for critical analysis (peer review, conference, presentation, etc.) Discuss conclusions with supporting evidence to identify more investigative questions.

Engineering

Scientific method and procces