Problem Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Does fertilizer
help a plant
to...
• RED SLIDE: These are notes that are
very important and should be recorded in
your science journal.
• BLACK SLIDE: Pay at...
• http://sciencepowerpoint.com/
-Please make notes legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Don’t s...
 New Area of Focus: Observation,
Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy
 New Area of Focus: Observation,
Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy
 New Area of Focus: Observation,
Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy
 New Area of Focus: Observation,
Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy
 New Area of Focus: Observation,
Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy
 New Area of Focus: Observation,
Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy
• What is science?
Copyright © 2010 Ryan P. Murphy
 Science is…
 -
 -
 -
Copyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. Murphy
 A study of natural phenomenon.
 A systematic study and method.
 A systematic study and method.
Copyright © 2010 Ryan P. Murphy
 A systematic study and method.
Copyright © 2010 Ryan P. Murphy
 A systematic study and method.
Copyright © 2010 Ryan P. Murphy
 A systematic study and method.
Copyright © 2010 Ryan P. Murphy
 A systematic study and method.
Copyright © 2010 Ryan P. Murphy
 A systematic study and method.
Copyright © 2010 Ryan P. Murphy
 A systematic study and method.
Copyright © 2010 Ryan P. Murphy
 Knowledge through experience.
Copyright © 2010 Ryan P. Murphy
 A good Scientist is….
 -
 -
 -
 -
 -
 -
 -
 -
Copyright © 2010 Ryan P. Murphy
 Is safe!
Copyright © 2010 Ryan P. Murphy
 Is safe!
Copyright © 2010 Ryan P. Murphy
 Is accurate, precise and methodical.
Copyright © 2010 Ryan P. Murphy
 Is unbiased, a seeker of the truth.
Copyright © 2010 Ryan P. Murphy
 Can observe and question.
Copyright © 2010 Ryan P. Murphy
 Can find solutions, reasons, and research.
Copyright © 2010 Ryan P. Murphy
 Works in all weather conditions if safe.
Copyright © 2010 Ryan P. Murphy
 Can overcome obstacles.
Copyright © 2010 Ryan P. Murphy
 Collaborates (talks) with others.
Copyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. Murphy
S
C
I
e
N
C
e
For
RealT...
 Science is a systematic attempt to get
around human limitations.
 Science tries to remove personal experience
from the ...
 Science is a systematic attempt to get
around human limitations.
 Science tries to remove personal experience
from the ...
 Science is a systematic attempt to get
around human limitations.
 Science tries to remove personal experience
from the ...
 Science is a systematic attempt to get
around human limitations.
 Science tries to remove personal experience
from the ...
 Science is a systematic attempt to get
around human limitations.
 Science tries to remove personal experience
from the ...
 Science is a systematic attempt to get
around human limitations.
 Science tries to remove personal experience
from the ...
 Science is a systematic attempt to get
around human limitations.
 Science tries to remove personal experience
from the ...
 TRY AND WRITE WITHOUT PERSONAL
PRONOUNS.
 DO NOT USE…I, me, you, he, she, we, you,
they, them, theirs, names, etc.
Copy...
 TRY AND WRITE WITHOUT PERSONAL
PRONOUNS.
 DO NOT USE…I, me, you, he, she, we, you,
they, them, theirs, names, etc.
Copy...
• Do not end science writing with the words
“The End.” Save that for Disney movies.
Copyright © 2010 Ryan P. Murphy
• Activity! Please pass three items around
the table three times.
– Then write about your experience without
using any per...
• Activity! Please pass three items around
the table three times.
– Then write about your experience without
using any per...
• How the paragraph could have been
written.
Copyright © 2010 Ryan P. Murphy
• How the paragraph could have been
written.
– Three items were passed around the table in
a random fashion. Each member o...
• Activity! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
aro...
• Activity! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
aro...
• Activity! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
aro...
• Activity! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
aro...
• Activity! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
aro...
• Answer! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
aroun...
• Answer! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
aroun...
• Answer! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
aroun...
• Answer! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
aroun...
• Answer! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
aroun...
• Answer! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
aroun...
• Answer! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
aroun...
• Answer! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
aroun...
• Answer! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
aroun...
• Answer! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
aroun...
• Branches of Science…
– How many branches of science do you know.
– -
– -
– -
– -
– -
– -
– -
– -
Copyright © 2010 Ryan P...
• Types of scientists…
– Biology – The study of life.
– Geology – The study of Earth.
– Chemistry – The study of Matter.
–...
• Aerodynamics: the study of the motion of gas on objects and the
forces created
• Anatomy: the study of the structure and...
• Climatology: the study of climates and investigations of
its phenomena and causes
• Computer Science: the systematic stu...
• Marine Biology: the study of animal and plant life within
saltwater ecosystems Mathematics: a science dealing with
the l...
• Organic Chemistry: the branch of chemistry dedicated to the
study of the structures, synthesis, and reactions of carbon-...
• Aerodynamics: the study of the motion of gas on objects and the forces created
• Anatomy: the study of the structure and...
• Aerodynamics: the study of the motion of gas on objects and the forces created
• Anatomy: the study of the structure and...
 Scientific method: A process that is the
basis for scientific inquiry (questioning
and experimenting).
Copyright © 2010 ...
 Scientific method: A process that is the
basis for scientific inquiry (questioning
and experimenting).
Copyright © 2010 ...
 Scientific method: A process that is the
basis for scientific inquiry (questioning
and experimenting).
Copyright © 2010 ...
 Scientific method: A process that is the
basis for scientific inquiry (questioning
and experimenting).
Copyright © 2010 ...
 Scientific method: A process that is the
basis for scientific inquiry (questioning
and experimenting).
Copyright © 2010 ...
• Activity! Sketching out the scientific
method.
Copyright © 2010 Ryan P. Murphy
• Activity! Sketching out the scientific
method.
– This requires a full page and will look like the
example on the next pa...
Observe
Add to
background
information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental gro...
Observe
and question
Copyright © 2010 Ryan P. Murphy
Observe
Collect
background
information
Copyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan...
Observe
Collect
background
information
Form a
Hypothesis
Observe
Collect
background
information
Form a
Hypothesis
Create an
experiment with a
control group and
experimental group.
Observe
Collect
background
information
Form a
Hypothesis
Create an
experiment with a
control group and
experimental group....
Observe
Collect
background
information
Form a
Hypothesis
Create an
experiment with a
control group and
experimental group....
Observe
Collect
background
information
Form a
Hypothesis
Create an
experiment with a
control group and
experimental group....
Observe
Collect
background
information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental gr...
Observe
Collect
background
information
Form a new
Hypothesis
Create a new
experiment with a
control group and
experimental...
Observe
Collect
background
information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental gr...
Observe
Collect
background
information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental gr...
Observe
Collect
background
information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental gr...
Observe
Collect
background
information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental gr...
Observe
Add to
background
information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental gro...
Observe
Add to
background
information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental gro...
Observe
Add to
background
information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental gro...
Observe
Add to
background
information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental gro...
• Experiments search for cause and effect
relationships in nature.
• Experiments search for cause and effect
relationships in nature.
• These changing quantities are called
variables.
• Does your grade depend on how much
time you spend on your work?
• Does your grade depend on how much
time you spend on your work?
– The dependent variable depends on other
factors (how m...
• Does your grade depend on how much
time you spend on your work?
– The dependent variable depends on other
factors (how m...
• Does your grade depend on how much
time you spend on your work?
– The dependent variable depends on other
factors (how m...
 Variable: Changing quantity of something.
 -
 -
 -
 Variable: Changing quantity of something.
 -
 -
 -
 Variable: Changing quantity of something.
 -
 -
 -
 Variable: Changing quantity of something.
 -
 -
 -
 Independent: (Change) The variable you
have control over, what you can choose
and manipulate.
 Independent: (Change) The variable you
have control over, what you can choose
and manipulate.
 Independent: (Change) The variable you
have control over, what you can choose
and manipulate.
 Dependent: (Observe) What you measure
in the experiment and what is affected
during the experiment.
 Control: (Same) Quantities that a scientist
wants to remain constant so it’s a fair test.
 Control: (Same) Quantities that a scientist
wants to remain constant so it’s a fair test.
 Control: (Same) Quantities that a scientist
wants to remain constant so it’s a fair test.
 Control: (Same) Quantities that a scientist
wants to remain constant so it’s a fair test.
Everything is exactly the same...
Problem Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Does fertilizer
help a plant
to...
Problem Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Does fertilizer
help a plant
to...
Problem Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Does fertilizer
help a plant
to...
Problem Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Does fertilizer
help a plant
to...
Problem Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Does fertilizer
help a plant
to...
Problem Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Does fertilizer
help a plant
to...
Problem Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Does fertilizer
help a plant
to...
Problem Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Does fertilizer
help a plant
to...
Problem? Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Do Pillbugs
prefer a dark
or l...
Problem? Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Do Pillbugs
prefer a dark
or l...
Problem? Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Do Pillbugs
prefer a dark
or l...
Problem? Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Do Pillbugs
prefer a dark
or l...
Problem? Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Do Pillbugs
prefer a dark
or l...
Problem? Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Do Pillbugs
prefer a dark
or l...
Problem? Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Do Pillbugs
prefer a dark
or l...
Problem? Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Do Pillbugs
prefer a dark
or l...
Problem? Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Do Pillbugs
prefer a dark
or l...
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyr...
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyr...
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyr...
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyr...
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyr...
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyr...
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyr...
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyr...
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyr...
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyr...
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyr...
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyr...
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyr...
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyr...
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student g...
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student g...
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student g...
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student g...
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student g...
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student g...
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student g...
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student g...
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student g...
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student g...
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student g...
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student g...
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student g...
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a ...
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a ...
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a ...
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a ...
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a ...
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a ...
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a ...
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a ...
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a ...
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a ...
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a ...
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a ...
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a ...
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a ...
• Activity! Investigating the scientific method
and soda cans.
Copyright © 2010 Ryan P. Murphy
• Soda and the Scientific Method.
Copyright © 2010 Ryan P. Murphy
• Soda and the Scientific Method.
– Problem: What type of soda should we bring
on a rafting trip?
Copyright © 2010 Ryan P....
• Soda and the Scientific Method.
– Problem: What type of soda should we bring
on a rafting trip?
– We are going rafting d...
• Soda and the Scientific Method.
– Problem: What type of soda should we bring
on a rafting trip?
– We are going rafting d...
• Please set up the spread sheet below. (6 by 7)
Copyright © 2010 Ryan P. Murphy
Brand of
Soda
Sodium
mg
Calories Sugar
g
...
• Please set up the spread sheet below. (6 by 7)
Copyright © 2010 Ryan P. Murphy
Brand of
Soda
Sodium
mg
Calories Sugar
g
...
• Soda and Scientific Method
– Please find the information to complete the
spreadsheet from the soda can labels.
– Weigh e...
• Soda and Scientific Method
– Please find the information to complete the
spreadsheet from the soda can labels.
– Weigh e...
• Soda and Scientific Method
– Please find the information to complete the
spreadsheet from the soda can labels.
– Weigh e...
• Soda and Scientific Method
– Please find the information to complete the
spreadsheet from the soda can labels.
– Weigh e...
• Soda and Scientific Method
– Please find the information to complete the
spreadsheet from the soda can labels.
– Weigh e...
• Soda and Scientific Method
– Please find the information to complete the
spreadsheet from the soda can labels.
– Weigh e...
• Answers
Copyright © 2010 Ryan P. Murphy
Brand of
Soda
Sodium Calories Sugar Mass Volume.
H2O
Density
Coke 45mg 140 39g 3...
• Answers
Copyright © 2010 Ryan P. Murphy
Brand of
Soda
Sodium Calories Sugar Mass Volume.
H2O
Density
Coke 45mg 140 39g 3...
• Soda and Scientific Method
– Determine the density of each soda D= M/V
– Mass (g)
– Density = ----------------- = ______...
Copyright © 2010 Ryan P. Murphy
Brand of
Soda
Sodium Calories Sugar Mass Volume.
H2O
Density
Coke 45mg 140 39g 388g 375 ml...
Copyright © 2010 Ryan P. Murphy
Brand of
Soda
Sodium Calories Sugar Mass Volume.
H2O
Density
Coke 45mg 140 39g 388g 375 ml...
Copyright © 2010 Ryan P. Murphy
Brand of
Soda
Sodium Calories Sugar Mass Volume.
H2O
Density
Coke 45mg 140 39g 388g 375 ml...
Copyright © 2010 Ryan P. Murphy
Brand of
Soda
Sodium Calories Sugar Mass Volume.
H2O
Density
Coke 45mg 140 39g 388g 375 ml...
Copyright © 2010 Ryan P. Murphy
Brand of
Soda
Sodium Calories Sugar Mass Volume.
H2O
Density
Coke 45mg 140 39g 388g 375 ml...
Copyright © 2010 Ryan P. Murphy
Brand of
Soda
Sodium Calories Sugar Mass Volume.
H2O
Density
Coke 45mg 140 39g 388g 375 ml...
Copyright © 2010 Ryan P. Murphy
Brand of
Soda
Sodium Calories Sugar Mass Volume.
H2O
Density
Coke 45mg 140 39g 388g 375 ml...
Copyright © 2010 Ryan P. Murphy
Brand of
Soda
Sodium Calories Sugar Mass Volume.
H2O
Density
Coke 45mg 140 39g 388g 375 ml...
Copyright © 2010 Ryan P. Murphy
Brand of
Soda
Sodium Calories Sugar Mass Volume.
H2O
Density
Coke 45mg 140 39g 388g 375 ml...
Copyright © 2010 Ryan P. Murphy
Brand of
Soda
Sodium Calories Sugar Mass Volume.
H2O
Density
Coke 45mg 140 39g 388g 375 ml...
Copyright © 2010 Ryan P. Murphy
Brand of
Soda
Sodium Calories Sugar Mass Volume.
H2O
Density
Coke 45mg 140 39g 388g 375 ml...
• Which one will float in water?
Copyright © 2010 Ryan P. Murphy
Brand of
Soda
Sodium Calories Sugar Mass Volume.
H2O
Dens...
• Which one will float in water? Diet Coke
Copyright © 2010 Ryan P. Murphy
Brand of
Soda
Sodium Calories Sugar Mass Volume...
• Answer: The diet soda floats because it
has a density of less than 1.
Copyright © 2010 Ryan P. Murphy
• Answer: The diet soda floats because it
has a density of less than 1.
– The regular soda sinks because the
abundance of ...
• Answer: The diet soda floats because it
has a density of less than 1.
– The regular soda sinks because the
abundance of ...
• Answer: The diet soda floats because it
has a density of less than 1.
– The regular soda sinks because the
abundance of ...
• Answer: The diet soda floats because it
has a density of less than 1.
– The regular soda sinks because the
abundance of ...
• Video Link! (Optional) Mtn. Dew Mouth.
– How Mtn. Dew and other sodas can cause
serious tooth decay if misused.
– http:/...
• Activity! CSI
Copyright © 2010 Ryan P. Murphy
• Activity! CSI
– You will visit a crime scene.
Copyright © 2010 Ryan P. Murphy
• Activity! CSI
– You will visit a crime scene.
– Sketch out the scene focusing on all of your
observations.
Copyright © 2...
• Activity! CSI
– You will visit a crime scene.
– Sketch out the scene focusing on all of your
observations.
– Create a hy...
• Activity! CSI
– You will visit a crime scene.
– Sketch out the scene focusing on all of your
observations.
– Create a hy...
• Activity! (Optional) Times Have Changed.
Copyright © 2010 Ryan P. Murphy
• Activity Sheet Available, Times have
changed, Trials, Average.
– Variance and Standard Deviation Extension
• Note- The learning today will only partly be
about variations in sound.
• Note- The learning today will only partly be
about variations in sound.
– Learning how to conduct trials is an important...
• We must use the scientific method to gather
empirical and measurable evidence.
• We must use the scientific method to gather
empirical and measurable evidence.
– The sample size should be large.
• We must use the scientific method to gather
empirical and measurable evidence.
– The sample size should be large.
– Rand...
• We must use the scientific method to gather
empirical and measurable evidence.
– The sample size should be large.
– Rand...
• Please create the following spreadsheet.
1 2 3 4 5 6 7 8 9 10Trials
Old
New
1 2 3 4 5 6 7 8 9 10Trials
Old
New
• Please create the following spreadsheet.
1 2 3 4 5 6 7 8 9 10Trials
Old
New
1 2 3 4 5 6 7 8 9 10Trials
Old
New
• Problem: Can you determine an old penny
from a new penny by the sound it makes
when dropped?
• Problem: Can you determine an old penny
from a new penny by the sound it makes
when dropped?
– Old = Made before 1982
– ...
• Problem: Can you determine an old penny
from a new penny by the sound it makes
when dropped?
– Old = Made before 1982
– ...
• Activity! (Optional) Times Have Changed.
– Pennies have changed in composition over
the years. (Background Information)
...
• Activity! (Optional) Times Have Changed.
– Pennies have changed in composition over
the years. (Background Information)
...
• Make an educated guess called a
hypothesis for the problem.
– Problem: Can you determine an old penny
from a new penny b...
• Please drop an old penny and a new penny
15 times each from a height of 30 cm onto a
hard surface and listen to the soun...
• Example of tester organizing trials.
1 2 3 4 5 6 7 8 9 10
Old Old Old Old Old
New New New New New
Trials
Old
New
• Activity! Times Have Changed
– Choose a partner for this project that was not
next to you during random order collection...
• Problem: Can you determine an old penny
from a new penny by the sound it makes
when dropped?
–Score your own sheet
• (10...
• Continuation (Optional) Finding standard
deviation and variance.
– Standard variation is the square root on the
variance...
• Statistical Methods
– The mean / average was…
– Everyone calculate how far away their data was
from the mean / average.
...
• The Standard Deviation is just the square
root of the Variance.
– So square the variance that we found.
Example…
6523 = ...
• The Standard Deviation is just the square
root of the Variance.
– So square the variance that we found.
Example…
6523 = ...
• Stand Deviation Calculator:
– Did we calculate correctly?
– http://www.mathsisfun.com/data/standard-
deviation-calculato...
• Remember to use, and encourage others
to use the Metric System!
Copyright © 2010 Ryan P. Murphy
• You should be very close to completion of
your bundle.
• You can now add information to the white
spaces around the following.
– You can also color the sketches and text.
Magnification:
The act of
expanding
something in
apparent size.
King
Henry
Died
While
Drinking
Chocolate
Milk
Magnification:
The act of
expanding
something in
apparent size.
King
Henry
Died
While
Drinking
Chocolate
Milk
Magnification:
The act of
expanding
something in
apparent size.
King
Henry
Died
While
Drinking
Chocolate
Milk
A study of n...
Magnification:
The act of
expanding
something in
apparent size.
King
Henry
Died
While
Drinking
Chocolate
Milk
A study of n...
Magnification:
The act of
expanding
something in
apparent size.
King
Henry
Died
While
Drinking
Chocolate
Milk
A study of n...
Magnification:
The act of
expanding
something in
apparent size.
King
Henry
Died
While
Drinking
Chocolate
Milk
A study of n...
Magnification:
The act of
expanding
something in
apparent size.
King
Henry
Died
While
Drinking
Chocolate
Milk
A study of n...
Magnification:
The act of
expanding
something in
apparent size.
King
Henry
Died
While
Drinking
Chocolate
Milk
A study of n...
Magnification:
The act of
expanding
something in
apparent size.
King
Henry
Died
While
Drinking
Chocolate
Milk
A study of n...
• Activity! Science Skills Unit Review Game
Copyright © 2010 Ryan P. Murphy
• Activity! (Optional) Making Goop / Time
to show me your science skills.
– Available Sheet
• Activity! (Optional) Making Goop
• Directions in video and on next slide.
• http://www.youtube.com/watch?v=48-
DU0kQtPg
• Materials
– Glue bottle (4oz)
– 2 mixing bowls
– Water
– Mixing spoon
– Measuring Cups
– Borax
– Measuring spoon
– Seala...
• Procedure:
– 1.) Squeeze glue into bowl.
– 2.) Fill glue bottle with water, cap, mix, and pour into the
glue in bowl.
– ...
• Goop is a polymer you can make from white
glue and borax.
– Borax is a cleaning agent and natural mineral
composed of so...
• “AYE” Advance Your Exploration ELA and
Literacy Opportunity Worksheet
– Visit some of the many provided links or..
– Art...
• “AYE” Advance Your Exploration ELA and
Literacy Opportunity Worksheet
– Visit some of the many provided links or..
– Art...
• More Units Available at…
Earth Science: The Soil Science and Glaciers Unit, The Geology Topics
Unit, The Astronomy Topic...
• http://sciencepowerpoint.com/
Areas of Focus within The Science Skills Unit:
Lab Safety, Lab Safety Equipment, Magnification, Microscopes,
Stereoscopes,...
• This PowerPoint is on small part of my Science Skills Unit. This unit
includes…
• A Four Part 2,000+ Slide PowerPoint pr...
• Please visit the links below to learn more
about each of the units in this curriculum
– These units take me about four y...
Physical Science Units Extended Tour Link and Curriculum Guide
Science Skills Unit http://sciencepowerpoint.com/Science_In...
• The entire four year curriculum can be found at...
http://sciencepowerpoint.com/ Please feel free to
contact me with any...
http://www.teacherspaytea
chers.com/Product/Physical
-Science-Curriculum-
596485
http://www.teacherspayt
eachers.com/Produ...
• http://sciencepowerpoint.com/
Scientific Method and Variables
Scientific Method and Variables
Scientific Method and Variables
Scientific Method and Variables
Scientific Method and Variables
Scientific Method and Variables
Scientific Method and Variables
Scientific Method and Variables
Scientific Method and Variables
Scientific Method and Variables
Scientific Method and Variables
Scientific Method and Variables
Scientific Method and Variables
Scientific Method and Variables
Scientific Method and Variables
Scientific Method and Variables
Scientific Method and Variables
Scientific Method and Variables
Scientific Method and Variables
Scientific Method and Variables
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Scientific Method and Variables

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A 2000+ slide PowerPoint presentation from www.sciencepowerpoint.com becomes the roadmap for an amazing learning experience. Complete with homework package, built-in activities with directions, built-in quizzes, unit notes, follow along worksheets, answer keys, video links, review games, rubrics, and much more.
Also included are directions on how create a student version of the unit that is much like the teachers but missing the answer keys, quizzes, PowerPoint review games, hidden box challenges, owl, and surprises meant for the classroom. This is a great resource to distribute to your students and support professionals and will only take you a few minutes to create.
This is a great introductory unit that covers science topics associated with Lab Safety, Magnification, Base Units of the Metric System, Scientific Method, Inferences, and Observation Skills (See list below for more topics covered). This unit includes an interactive and engaging PowerPoint Presentation of 2000 slides with built in class notes (Red Slides), lab activities, project ideas, discussion questions, assessments (Quiz Wiz), and challenge questions with answers.
Text is in large print (32 font) and is placed at the top of each slide so it can seen and read from all angles of a classroom. A shade technique, as well as color coded text helps to increase student focus and allows teacher to control pace of the lessons. Also included is a 10 page assessment / bundled homework that chronologically follows the slideshow for nightly homework and end of the unit assessment, as well as a 9 page modified assessment. 14 pages of class notes with images are also included for students who require modifications, as well as answer keys to both of the assessments for support professionals, teachers, and home school parents. Several video links are provided and a slide within the slideshow cues teacher / parent when the videos are most relevant to play. Video shorts usually range from 2-7 minutes. One PowerPoint review game (125+ slides)is included. Answers to the PowerPoint review game are provided in PowerPoint form so students can self-assess. Lastly, several class games such as guess the hidden picture beneath the boxes, and the find the hidden owl somewhere within the slideshow are provided. Difficulty rating of 5 (Ten is most difficult)

Thank you for time and if you have any questions please feel free to contact me at www.sciencepowerpoint@gmail.com. Best wishes.
Teaching Duration = 4+ Weeks

Sincerely,
Ryan Murphy M.Ed
Science PowerPoints

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Scientific Method and Variables

  1. 1. Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
  2. 2. • RED SLIDE: These are notes that are very important and should be recorded in your science journal. • BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly. Copyright © 2010 Ryan P. Murphy
  3. 3. • http://sciencepowerpoint.com/
  4. 4. -Please make notes legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn. Please label
  5. 5.  New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy
  6. 6.  New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy
  7. 7.  New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy
  8. 8.  New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy
  9. 9.  New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy
  10. 10.  New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy
  11. 11. • What is science? Copyright © 2010 Ryan P. Murphy
  12. 12.  Science is…  -  -  - Copyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. Murphy
  13. 13.  A study of natural phenomenon.
  14. 14.  A systematic study and method.
  15. 15.  A systematic study and method. Copyright © 2010 Ryan P. Murphy
  16. 16.  A systematic study and method. Copyright © 2010 Ryan P. Murphy
  17. 17.  A systematic study and method. Copyright © 2010 Ryan P. Murphy
  18. 18.  A systematic study and method. Copyright © 2010 Ryan P. Murphy
  19. 19.  A systematic study and method. Copyright © 2010 Ryan P. Murphy
  20. 20.  A systematic study and method. Copyright © 2010 Ryan P. Murphy
  21. 21.  A systematic study and method. Copyright © 2010 Ryan P. Murphy
  22. 22.  Knowledge through experience. Copyright © 2010 Ryan P. Murphy
  23. 23.  A good Scientist is….  -  -  -  -  -  -  -  - Copyright © 2010 Ryan P. Murphy
  24. 24.  Is safe! Copyright © 2010 Ryan P. Murphy
  25. 25.  Is safe! Copyright © 2010 Ryan P. Murphy
  26. 26.  Is accurate, precise and methodical. Copyright © 2010 Ryan P. Murphy
  27. 27.  Is unbiased, a seeker of the truth. Copyright © 2010 Ryan P. Murphy
  28. 28.  Can observe and question. Copyright © 2010 Ryan P. Murphy
  29. 29.  Can find solutions, reasons, and research. Copyright © 2010 Ryan P. Murphy
  30. 30.  Works in all weather conditions if safe. Copyright © 2010 Ryan P. Murphy
  31. 31.  Can overcome obstacles. Copyright © 2010 Ryan P. Murphy
  32. 32.  Collaborates (talks) with others. Copyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. Murphy S C I e N C e For RealT O D A Y F U N
  33. 33.  Science is a systematic attempt to get around human limitations.  Science tries to remove personal experience from the scientific process.
  34. 34.  Science is a systematic attempt to get around human limitations.  Science tries to remove personal experience from the scientific process. Copyright © 2010 Ryan P. Murphy
  35. 35.  Science is a systematic attempt to get around human limitations.  Science tries to remove personal experience from the scientific process. Copyright © 2010 Ryan P. Murphy “I love Science
  36. 36.  Science is a systematic attempt to get around human limitations.  Science tries to remove personal experience from the scientific process. Copyright © 2010 Ryan P. Murphy “I love ScienceThis data set makes me happy
  37. 37.  Science is a systematic attempt to get around human limitations.  Science tries to remove personal experience from the scientific process. Copyright © 2010 Ryan P. Murphy “I love Science.”“This data set makes me happy.” “I wanted better data.”
  38. 38.  Science is a systematic attempt to get around human limitations.  Science tries to remove personal experience from the scientific process. Copyright © 2010 Ryan P. Murphy “I love Science.”“This data set makes me happy.” “I wanted better data.” “Failure is not an option.”
  39. 39.  Science is a systematic attempt to get around human limitations.  Science tries to remove personal experience from the scientific process. Copyright © 2010 Ryan P. Murphy “I love Science.”“This data set makes me happy.” “I wanted better data.” “Failure is not an option.”
  40. 40.  TRY AND WRITE WITHOUT PERSONAL PRONOUNS.  DO NOT USE…I, me, you, he, she, we, you, they, them, theirs, names, etc. Copyright © 2010 Ryan P. Murphy
  41. 41.  TRY AND WRITE WITHOUT PERSONAL PRONOUNS.  DO NOT USE…I, me, you, he, she, we, you, they, them, theirs, names, etc. Copyright © 2010 Ryan P. Murphy
  42. 42. • Do not end science writing with the words “The End.” Save that for Disney movies. Copyright © 2010 Ryan P. Murphy
  43. 43. • Activity! Please pass three items around the table three times. – Then write about your experience without using any personal pronouns. Copyright © 2010 Ryan P. Murphy
  44. 44. • Activity! Please pass three items around the table three times. – Then write about your experience without using any personal pronouns. Copyright © 2010 Ryan P. Murphy
  45. 45. • How the paragraph could have been written. Copyright © 2010 Ryan P. Murphy
  46. 46. • How the paragraph could have been written. – Three items were passed around the table in a random fashion. Each member of the table passed and contributed one item. Copyright © 2010 Ryan P. Murphy
  47. 47. • Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
  48. 48. • Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. Copyright © 2010 Ryan P. Murphy
  49. 49. • Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. Copyright © 2010 Ryan P. Murphy
  50. 50. • Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
  51. 51. • Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
  52. 52. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. Murphy
  53. 53. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
  54. 54. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
  55. 55. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
  56. 56. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
  57. 57. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. Murphy
  58. 58. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.
  59. 59. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.
  60. 60. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
  61. 61. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
  62. 62. • Branches of Science… – How many branches of science do you know. – - – - – - – - – - – - – - – - Copyright © 2010 Ryan P. Murphy
  63. 63. • Types of scientists… – Biology – The study of life. – Geology – The study of Earth. – Chemistry – The study of Matter. – Physics – The study of matter and energy. – - – - – - – - – -The list will continue on the next page. Each branch is a possible career field for you. Copyright © 2010 Ryan P. Murphy
  64. 64. • Aerodynamics: the study of the motion of gas on objects and the forces created • Anatomy: the study of the structure and organization of living things • Anthropology: the study of human cultures both past and present • Archaeology: the study of the material remains of cultures • Astronomy: the study of celestial objects in the universe • Astrophysics: the study of the physics of the universe • Bacteriology: the study of bacteria in relation to disease • Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms • Biophysics: the application of theories and methods of the physical sciences to questions of biology • Biology: the science that studies living organisms • Botany: the scientific study of plant life • Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms • Chemistry: the science of matter and its interactions with energy and itself
  65. 65. • Climatology: the study of climates and investigations of its phenomena and causes • Computer Science: the systematic study of computing systems and computation • Ecology: the study of how organisms interact with each other and their environment • Electronics: science and technology of electronic phenomena • Engineering: the practical application of science to commerce or industry • Entomology: the study of insects • Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment • Forestry: the science of studying and managing forests and plantations, and related natural resources • Genetics: the science of genes, heredity, and the variation of organisms • Geology: the science of the Earth, its structure, and history
  66. 66. • Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement • Medicine: the science concerned with maintaining health and restoring it by treating disease • Meteorology: study of the atmosphere that focuses on weather processes and forecasting • Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes • Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals • Molecular Biology: the study of biology at a molecular level. • Nuclear Physics: the branch of physics concerned with the nucleus of the atom • Neurology: the branch of medicine dealing with the nervous system and its disorders • Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes
  67. 67. • Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon- containing compounds • Ornithology: the study of birds • Paleontology: the study of life-forms existing in former geological time periods • Petrology: the geological and chemical study of rocks • Physics: the study of the behavior and properties of matter • Physiology: the study of the mechanical, physical, and biochemical functions of living organisms • Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes • Seismology: the study of earthquakes and the movement of waves through the Earth • Taxonomy: the science of classification of animals and plants • Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes • Zoology: the study of animals
  68. 68. • Aerodynamics: the study of the motion of gas on objects and the forces created • Anatomy: the study of the structure and organization of living things • Anthropology: the study of human cultures both past and present • Archaeology: the study of the material remains of cultures • Astronomy: the study of celestial objects in the universe • Astrophysics: the study of the physics of the universe • Bacteriology: the study of bacteria in relation to disease • Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms • Biophysics: the application of theories and methods of the physical sciences to questions of biology • Biology: the science that studies living organisms • Botany: the scientific study of plant life • Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms • Chemistry: the science of matter and its interactions with energy and itself • Climatology: the study of climates and investigations of its phenomena and causes • Computer Science: the systematic study of computing systems and computation • Ecology: the study of how organisms interact with each other and their environment • Electronics: science and technology of electronic phenomena • Engineering: the practical application of science to commerce or industry • Entomology: the study of insects • Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment • Forestry: the science of studying and managing forests and plantations, and related natural resources • Genetics: the science of genes, heredity, and the variation of organisms • Geology: the science of the Earth, its structure, and history • Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement • Medicine: the science concerned with maintaining health and restoring it by treating disease • Meteorology: study of the atmosphere that focuses on weather processes and forecasting • Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes • Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals • Molecular Biology: the study of biology at a molecular level. • Nuclear Physics: the branch of physics concerned with the nucleus of the atom • Neurology: the branch of medicine dealing with the nervous system and its disorders • Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes • Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon-containing compounds • Ornithology: the study of birds • Paleontology: the study of life-forms existing in former geological time periods • Petrology: the geological and chemical study of rocks • Physics: the study of the behavior and properties of matter • Physiology: the study of the mechanical, physical, and biochemical functions of living organisms • Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes • Seismology: the study of earthquakes and the movement of waves through the Earth • Taxonomy: the science of classification of animals and plants • Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes • Zoology: the study of animals
  69. 69. • Aerodynamics: the study of the motion of gas on objects and the forces created • Anatomy: the study of the structure and organization of living things • Anthropology: the study of human cultures both past and present • Archaeology: the study of the material remains of cultures • Astronomy: the study of celestial objects in the universe • Astrophysics: the study of the physics of the universe • Bacteriology: the study of bacteria in relation to disease • Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms • Biophysics: the application of theories and methods of the physical sciences to questions of biology • Biology: the science that studies living organisms • Botany: the scientific study of plant life • Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms • Chemistry: the science of matter and its interactions with energy and itself • Climatology: the study of climates and investigations of its phenomena and causes • Computer Science: the systematic study of computing systems and computation • Ecology: the study of how organisms interact with each other and their environment • Electronics: science and technology of electronic phenomena • Engineering: the practical application of science to commerce or industry • Entomology: the study of insects • Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment • Forestry: the science of studying and managing forests and plantations, and related natural resources • Genetics: the science of genes, heredity, and the variation of organisms • Geology: the science of the Earth, its structure, and history • Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement • Medicine: the science concerned with maintaining health and restoring it by treating disease • Meteorology: study of the atmosphere that focuses on weather processes and forecasting • Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes • Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals • Molecular Biology: the study of biology at a molecular level. • Nuclear Physics: the branch of physics concerned with the nucleus of the atom • Neurology: the branch of medicine dealing with the nervous system and its disorders • Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes • Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon-containing compounds • Ornithology: the study of birds • Paleontology: the study of life-forms existing in former geological time periods • Petrology: the geological and chemical study of rocks • Physics: the study of the behavior and properties of matter • Physiology: the study of the mechanical, physical, and biochemical functions of living organisms • Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes • Seismology: the study of earthquakes and the movement of waves through the Earth • Taxonomy: the science of classification of animals and plants • Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes • Zoology: the study of animals
  70. 70.  Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy
  71. 71.  Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy
  72. 72.  Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy
  73. 73.  Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy
  74. 74.  Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy
  75. 75. • Activity! Sketching out the scientific method. Copyright © 2010 Ryan P. Murphy
  76. 76. • Activity! Sketching out the scientific method. – This requires a full page and will look like the example on the next page when done. Copyright © 2010 Ryan P. Murphy
  77. 77. Observe Add to background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Copyright © 2010 Ryan P. Murphy
  78. 78. Observe and question Copyright © 2010 Ryan P. Murphy
  79. 79. Observe Collect background information Copyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. Murphy
  80. 80. Observe Collect background information Form a Hypothesis
  81. 81. Observe Collect background information Form a Hypothesis Create an experiment with a control group and experimental group.
  82. 82. Observe Collect background information Form a Hypothesis Create an experiment with a control group and experimental group. Collect data Copyright © 2010 Ryan P. Murphy
  83. 83. Observe Collect background information Form a Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Copyright © 2010 Ryan P. Murphy
  84. 84. Observe Collect background information Form a Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Reject hypothesis Copyright © 2010 Ryan P. Murphy
  85. 85. Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Reject hypothesis Copyright © 2010 Ryan P. Murphy
  86. 86. Observe Collect background information Form a new Hypothesis Create a new experiment with a control group and experimental group. Collect data Analyze the data Reject hypothesis Copyright © 2010 Ryan P. Murphy
  87. 87. Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Copyright © 2010 Ryan P. Murphy
  88. 88. Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Copyright © 2010 Ryan P. Murphy
  89. 89. Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Copyright © 2010 Ryan P. Murphy
  90. 90. Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Copyright © 2010 Ryan P. Murphy
  91. 91. Observe Add to background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Copyright © 2010 Ryan P. Murphy
  92. 92. Observe Add to background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Copyright © 2010 Ryan P. Murphy
  93. 93. Observe Add to background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Copyright © 2010 Ryan P. Murphy
  94. 94. Observe Add to background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Copyright © 2010 Ryan P. Murphy Learn more about the scientific method: http://teacher.nsrl.rochester.edu/phy_labs/appendixe/appendixe.ht ml
  95. 95. • Experiments search for cause and effect relationships in nature.
  96. 96. • Experiments search for cause and effect relationships in nature. • These changing quantities are called variables.
  97. 97. • Does your grade depend on how much time you spend on your work?
  98. 98. • Does your grade depend on how much time you spend on your work? – The dependent variable depends on other factors (how much you studied, effort, etc.)
  99. 99. • Does your grade depend on how much time you spend on your work? – The dependent variable depends on other factors (how much you studied, effort, etc.) – Independent variable is the one you have control over (how much you studied).
  100. 100. • Does your grade depend on how much time you spend on your work? – The dependent variable depends on other factors (how much you studied, effort, etc.) – Independent variable is the one you have control over (how much you studied). • You have control over your grades.
  101. 101.  Variable: Changing quantity of something.  -  -  -
  102. 102.  Variable: Changing quantity of something.  -  -  -
  103. 103.  Variable: Changing quantity of something.  -  -  -
  104. 104.  Variable: Changing quantity of something.  -  -  -
  105. 105.  Independent: (Change) The variable you have control over, what you can choose and manipulate.
  106. 106.  Independent: (Change) The variable you have control over, what you can choose and manipulate.
  107. 107.  Independent: (Change) The variable you have control over, what you can choose and manipulate.
  108. 108.  Dependent: (Observe) What you measure in the experiment and what is affected during the experiment.
  109. 109.  Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test.
  110. 110.  Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test.
  111. 111.  Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test.
  112. 112.  Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test. Everything is exactly the same except for the independent variable
  113. 113. Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
  114. 114. Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
  115. 115. Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
  116. 116. Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
  117. 117. Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
  118. 118. Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
  119. 119. Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
  120. 120. Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
  121. 121. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
  122. 122. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
  123. 123. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
  124. 124. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
  125. 125. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
  126. 126. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
  127. 127. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
  128. 128. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
  129. 129. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
  130. 130. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on his counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  131. 131. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  132. 132. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  133. 133. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  134. 134. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  135. 135. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  136. 136. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  137. 137. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  138. 138. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  139. 139. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  140. 140. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  141. 141. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  142. 142. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  143. 143. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. – Everything is the same except for the minerals
  144. 144. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The students injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  145. 145. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  146. 146. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  147. 147. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  148. 148. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  149. 149. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  150. 150. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  151. 151. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  152. 152. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  153. 153. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  154. 154. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers. • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  155. 155. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers. • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  156. 156. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers. • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  157. 157. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  158. 158. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  159. 159. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  160. 160. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  161. 161. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  162. 162. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  163. 163. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  164. 164. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  165. 165. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  166. 166. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  167. 167. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  168. 168. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  169. 169. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  170. 170. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  171. 171. • Activity! Investigating the scientific method and soda cans. Copyright © 2010 Ryan P. Murphy
  172. 172. • Soda and the Scientific Method. Copyright © 2010 Ryan P. Murphy
  173. 173. • Soda and the Scientific Method. – Problem: What type of soda should we bring on a rafting trip? Copyright © 2010 Ryan P. Murphy
  174. 174. • Soda and the Scientific Method. – Problem: What type of soda should we bring on a rafting trip? – We are going rafting down a Class V section of whitewater. Copyright © 2010 Ryan P. Murphy
  175. 175. • Soda and the Scientific Method. – Problem: What type of soda should we bring on a rafting trip? – We are going rafting down a Class V section of whitewater. – The first rapid called “The Turbine” will definitely flip the raft and everything on it. Copyright © 2010 Ryan P. Murphy
  176. 176. • Please set up the spread sheet below. (6 by 7) Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium mg Calories Sugar g Mass g Volume. ml Density g/cm3 Can you find?
  177. 177. • Please set up the spread sheet below. (6 by 7) Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium mg Calories Sugar g Mass g Volume. ml Density g/cm3 Can you find? 375ml 375ml 375ml 375ml 375ml
  178. 178. • Soda and Scientific Method – Please find the information to complete the spreadsheet from the soda can labels. – Weigh each can on a balance. (In grams) – Feel free to place them in water to simulate the whitewater experience after spreadsheet is complete. (Keep area dry as wet floors are pose a slipping hazard) – Based on all of your findings, what soda should we bring and why? Use your data! Copyright © 2010 Ryan P. Murphy
  179. 179. • Soda and Scientific Method – Please find the information to complete the spreadsheet from the soda can labels. – Weigh each can on a balance. (In grams) – Feel free to place them in water to simulate the whitewater experience after spreadsheet is complete. (Keep area dry as wet floors are pose a slipping hazard) – Based on all of your findings, what soda should we bring and why? Use your data! Copyright © 2010 Ryan P. Murphy
  180. 180. • Soda and Scientific Method – Please find the information to complete the spreadsheet from the soda can labels. – Weigh each can on a balance. (In grams) – Feel free to place them in water to simulate the whitewater experience after spreadsheet is complete. (Keep area dry as wet floors are pose a slipping hazard) – Based on all of your findings, what soda should we bring and why? Use your data! Copyright © 2010 Ryan P. Murphy
  181. 181. • Soda and Scientific Method – Please find the information to complete the spreadsheet from the soda can labels. – Weigh each can on a balance. (In grams) – Feel free to place them in water to simulate the whitewater experience after spreadsheet is complete. (Keep area dry as wet floors are pose a slipping hazard) – Based on all of your findings, what soda should we bring and why? Use your data! Copyright © 2010 Ryan P. Murphy
  182. 182. • Soda and Scientific Method – Please find the information to complete the spreadsheet from the soda can labels. – Weigh each can on a balance. (In grams) – Feel free to place them in water to simulate the whitewater experience after spreadsheet is complete. (Keep area dry as wet floors are pose a slipping hazard) – Based on all of your findings, what soda should we bring and why? Use your data! Copyright © 2010 Ryan P. Murphy
  183. 183. • Soda and Scientific Method – Please find the information to complete the spreadsheet from the soda can labels. – Weigh each can on a balance. (In grams) – Feel free to place them in water to simulate the whitewater experience after spreadsheet is complete. (Keep area dry as wet floors are pose a slipping hazard) – Based on all of your findings, what soda should we bring and why? Use your data. Copyright © 2010 Ryan P. Murphy
  184. 184. • Answers Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  185. 185. • Answers Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  186. 186. • Soda and Scientific Method – Determine the density of each soda D= M/V – Mass (g) – Density = ----------------- = _______ g/cm3 – Volume cm3 Copyright © 2010 Ryan P. Murphy
  187. 187. Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  188. 188. Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  189. 189. Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  190. 190. Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  191. 191. Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  192. 192. Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  193. 193. Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  194. 194. Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  195. 195. Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  196. 196. Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  197. 197. Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  198. 198. • Which one will float in water? Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  199. 199. • Which one will float in water? Diet Coke Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  200. 200. • Answer: The diet soda floats because it has a density of less than 1. Copyright © 2010 Ryan P. Murphy
  201. 201. • Answer: The diet soda floats because it has a density of less than 1. – The regular soda sinks because the abundance of sugar increases its density. Copyright © 2010 Ryan P. Murphy
  202. 202. • Answer: The diet soda floats because it has a density of less than 1. – The regular soda sinks because the abundance of sugar increases its density. – We should bring Diet Coke as it will not sink to the bottom of the river? Copyright © 2010 Ryan P. Murphy
  203. 203. • Answer: The diet soda floats because it has a density of less than 1. – The regular soda sinks because the abundance of sugar increases its density. – We should bring Diet Coke as it will not sink to the bottom of the river? – Any objections or other considerations? Copyright © 2010 Ryan P. Murphy
  204. 204. • Answer: The diet soda floats because it has a density of less than 1. – The regular soda sinks because the abundance of sugar increases its density. – We should bring Diet Coke as it will not sink to the bottom of the river? – Any objections or other considerations? – Should we bring Mtn. Dew? Copyright © 2010 Ryan P. Murphy
  205. 205. • Video Link! (Optional) Mtn. Dew Mouth. – How Mtn. Dew and other sodas can cause serious tooth decay if misused. – http://www.mefeedia.com/video/14377911 Copyright © 2010 Ryan P. Murphy
  206. 206. • Activity! CSI Copyright © 2010 Ryan P. Murphy
  207. 207. • Activity! CSI – You will visit a crime scene. Copyright © 2010 Ryan P. Murphy
  208. 208. • Activity! CSI – You will visit a crime scene. – Sketch out the scene focusing on all of your observations. Copyright © 2010 Ryan P. Murphy
  209. 209. • Activity! CSI – You will visit a crime scene. – Sketch out the scene focusing on all of your observations. – Create a hypothesis (educated guess) of what happened based on your observations. Copyright © 2010 Ryan P. Murphy
  210. 210. • Activity! CSI – You will visit a crime scene. – Sketch out the scene focusing on all of your observations. – Create a hypothesis (educated guess) of what happened based on your observations. – Draw a conclusion based on evidence. Copyright © 2010 Ryan P. Murphy
  211. 211. • Activity! (Optional) Times Have Changed. Copyright © 2010 Ryan P. Murphy
  212. 212. • Activity Sheet Available, Times have changed, Trials, Average. – Variance and Standard Deviation Extension
  213. 213. • Note- The learning today will only partly be about variations in sound.
  214. 214. • Note- The learning today will only partly be about variations in sound. – Learning how to conduct trials is an important skill that will occur in this activity.
  215. 215. • We must use the scientific method to gather empirical and measurable evidence.
  216. 216. • We must use the scientific method to gather empirical and measurable evidence. – The sample size should be large.
  217. 217. • We must use the scientific method to gather empirical and measurable evidence. – The sample size should be large. – Random sampling techniques should be used.
  218. 218. • We must use the scientific method to gather empirical and measurable evidence. – The sample size should be large. – Random sampling techniques should be used. – All biases should be avoided and poorly collected data should be thrown out.
  219. 219. • Please create the following spreadsheet. 1 2 3 4 5 6 7 8 9 10Trials Old New 1 2 3 4 5 6 7 8 9 10Trials Old New
  220. 220. • Please create the following spreadsheet. 1 2 3 4 5 6 7 8 9 10Trials Old New 1 2 3 4 5 6 7 8 9 10Trials Old New
  221. 221. • Problem: Can you determine an old penny from a new penny by the sound it makes when dropped?
  222. 222. • Problem: Can you determine an old penny from a new penny by the sound it makes when dropped? – Old = Made before 1982 – New = Made after 1982
  223. 223. • Problem: Can you determine an old penny from a new penny by the sound it makes when dropped? – Old = Made before 1982 – New = Made after 1982
  224. 224. • Activity! (Optional) Times Have Changed. – Pennies have changed in composition over the years. (Background Information) • 1793–1857 100% copper • 1857–1864 88% copper, 12% nickel • 1864–1962 bronze (95% copper, 5% tin and zinc) • 1943 zinc-coated steel • 1944–1946 brass (95% copper, 5% zinc) • 1962–1982 brass (95% copper, 5% zinc) • 1982–present 97.5% zinc, 2.5% copper
  225. 225. • Activity! (Optional) Times Have Changed. – Pennies have changed in composition over the years. (Background Information) • 1793–1857 100% copper • 1857–1864 88% copper, 12% nickel • 1864–1962 bronze (95% copper, 5% tin and zinc) • 1943 zinc-coated steel • 1944–1946 brass (95% copper, 5% zinc) • 1962–1982 brass (95% copper, 5% zinc) • 1982–present 97.5% zinc, 2.5% copper
  226. 226. • Make an educated guess called a hypothesis for the problem. – Problem: Can you determine an old penny from a new penny by the sound it makes when dropped?
  227. 227. • Please drop an old penny and a new penny 15 times each from a height of 30 cm onto a hard surface and listen to the sound it makes.
  228. 228. • Example of tester organizing trials. 1 2 3 4 5 6 7 8 9 10 Old Old Old Old Old New New New New New Trials Old New
  229. 229. • Activity! Times Have Changed – Choose a partner for this project that was not next to you during random order collection. – Keep your random test order hidden from your new partner / listener. – Listener should keep eyes closed during each drop and until pennies have been collected. • Old and new pennies look differently. – Tester and listener must communicate for each drop. Tester says “dropping” and listener says “drop away.” Listener can open eyes when tester says pennies have been collected and mark their guess on the listener spreadsheet. Copyright © 2010 Ryan P. Murphy
  230. 230. • Problem: Can you determine an old penny from a new penny by the sound it makes when dropped? –Score your own sheet • (10 pts for correct response) –Gather the entire classes scores to obtain average / mean. • Add all of the scores and divide by the number of students. – What was the average grade / mean (%) • Do our results answer the problem?
  231. 231. • Continuation (Optional) Finding standard deviation and variance. – Standard variation is the square root on the variance. – Variance: The average of the squared differences from the mean.
  232. 232. • Statistical Methods – The mean / average was… – Everyone calculate how far away their data was from the mean / average. • Ex.) The mean was 80 and I got 60 so I was 20 from the mean. – To calculate the variance, take each difference, square it, and then average the result as a class. • Ex) 22 + 4.52 + 1.52 + 3.52 + (rest of class) Divide by total # of students = variance
  233. 233. • The Standard Deviation is just the square root of the Variance. – So square the variance that we found. Example… 6523 = 80.76% We now have a standard to show which scores are high and low and to help answer our problem.
  234. 234. • The Standard Deviation is just the square root of the Variance. – So square the variance that we found. Example… 6523 = 80.76% We now have a standard to show which scores are high and low and to help answer our problem. Standard Deviation and Variance. Learn more at… http://www.mathsisfun.com/data/standard-deviation.html
  235. 235. • Stand Deviation Calculator: – Did we calculate correctly? – http://www.mathsisfun.com/data/standard- deviation-calculator.html
  236. 236. • Remember to use, and encourage others to use the Metric System! Copyright © 2010 Ryan P. Murphy
  237. 237. • You should be very close to completion of your bundle.
  238. 238. • You can now add information to the white spaces around the following. – You can also color the sketches and text.
  239. 239. Magnification: The act of expanding something in apparent size. King Henry Died While Drinking Chocolate Milk
  240. 240. Magnification: The act of expanding something in apparent size. King Henry Died While Drinking Chocolate Milk
  241. 241. Magnification: The act of expanding something in apparent size. King Henry Died While Drinking Chocolate Milk A study of natural phenomenon. A systematic study and method. Knowledge through experience.
  242. 242. Magnification: The act of expanding something in apparent size. King Henry Died While Drinking Chocolate Milk A study of natural phenomenon. A systematic study and method. Knowledge through experience.
  243. 243. Magnification: The act of expanding something in apparent size. King Henry Died While Drinking Chocolate Milk A study of natural phenomenon. A systematic study and method. Knowledge through experience. Is safe! Is accurate, precise and methodical. Is unbiased, a seeker of the truth. Can observe and question. Can find solutions, reasons, and research. Works in all weather conditions if safe. Can overcome obstacles. Collaborates (talks) with others.
  244. 244. Magnification: The act of expanding something in apparent size. King Henry Died While Drinking Chocolate Milk A study of natural phenomenon. A systematic study and method. Knowledge through experience. Is safe! Is accurate, precise and methodical. Is unbiased, a seeker of the truth. Can observe and question. Can find solutions, reasons, and research. Works in all weather conditions if safe. Can overcome obstacles. Collaborates (talks) with others.
  245. 245. Magnification: The act of expanding something in apparent size. King Henry Died While Drinking Chocolate Milk A study of natural phenomenon. A systematic study and method. Knowledge through experience. Is safe! Is accurate, precise and methodical. Is unbiased, a seeker of the truth. Can observe and question. Can find solutions, reasons, and research. Works in all weather conditions if safe. Can overcome obstacles. Collaborates (talks) with others. A process that is the basis for scientific inquiry questioning and understanding.
  246. 246. Magnification: The act of expanding something in apparent size. King Henry Died While Drinking Chocolate Milk A study of natural phenomenon. A systematic study and method. Knowledge through experience. Is safe! Is accurate, precise and methodical. Is unbiased, a seeker of the truth. Can observe and question. Can find solutions, reasons, and research. Works in all weather conditions if safe. Can overcome obstacles. Collaborates (talks) with others. A process that is the basis for scientific inquiry questioning and understanding.
  247. 247. Magnification: The act of expanding something in apparent size. King Henry Died While Drinking Chocolate Milk A study of natural phenomenon. A systematic study and method. Knowledge through experience. Is safe! Is accurate, precise and methodical. Is unbiased, a seeker of the truth. Can observe and question. Can find solutions, reasons, and research. Works in all weather conditions if safe. Can overcome obstacles. Collaborates (talks) with others. A process that is the basis for scientific inquiry questioning and understanding.
  248. 248. • Activity! Science Skills Unit Review Game Copyright © 2010 Ryan P. Murphy
  249. 249. • Activity! (Optional) Making Goop / Time to show me your science skills. – Available Sheet
  250. 250. • Activity! (Optional) Making Goop • Directions in video and on next slide. • http://www.youtube.com/watch?v=48- DU0kQtPg
  251. 251. • Materials – Glue bottle (4oz) – 2 mixing bowls – Water – Mixing spoon – Measuring Cups – Borax – Measuring spoon – Sealable Bag
  252. 252. • Procedure: – 1.) Squeeze glue into bowl. – 2.) Fill glue bottle with water, cap, mix, and pour into the glue in bowl. – 3.) Stir and add desired food coloring. – 4.) Set that bowl aside. – 5.) In new bowl mix 1 cup of water with 1 tablespoon of borax and stir. – 6.) Add 1/3 a cup of borax and water mixture into a bowl and stir. – 7.) Slowly add the contents from the glue bowl into the borax bowl while you stir. – 8.) Pick up goop and work it with your hands. Put in plastic bag and clean up area. – 9.)Once area is clean you can play with goop.
  253. 253. • Goop is a polymer you can make from white glue and borax. – Borax is a cleaning agent and natural mineral composed of sodium, boron, oxygen and water. – The Elmer’s glue is a long-chained polymer (Poly Vinyl Acetate), meaning it is a set of molecules that are linked together in a long chain. – When added together, the borate ions bond with water molecules. These long polymers link together to form a matrix that is not very strong. – This why goop is stretchable and considered a Non-Newtonian Fluid. High Viscosity.
  254. 254. • “AYE” Advance Your Exploration ELA and Literacy Opportunity Worksheet – Visit some of the many provided links or.. – Articles can be found at (w/ membership to NABT and NSTA) • http://www.nabt.org/websites/institution/index.php?p= 1 • http://learningcenter.nsta.org/browse_journals.aspx?j ournal=tst Please visit at least one of the “learn more” educational links provided in this unit and complete this worksheet
  255. 255. • “AYE” Advance Your Exploration ELA and Literacy Opportunity Worksheet – Visit some of the many provided links or.. – Articles can be found at (w/ membership to and NSTA) • http://www.sciencedaily.com/ • http://www.sciencemag.org/ • http://learningcenter.nsta.org/browse_journals.aspx?jo urnal=tst
  256. 256. • More Units Available at… Earth Science: The Soil Science and Glaciers Unit, The Geology Topics Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The River Unit, The Water Molecule Unit. Physical Science: The Laws of Motion and Machines Unit, The Atoms and Periodic Table Unit, The Energy and the Environment Unit, and The Introduction to Science / Metric Unit. Life Science: The Diseases and Cells Unit, The DNA and Genetics Unit, The Life Topics Unit, The Plant Unit, The Taxonomy and Classification Unit, Ecology: Feeding Levels Unit, Ecology: Interactions Unit, Ecology: Abiotic Factors, The Evolution and Natural Selection Unit and the Human Body Systems and Health Topics Unit Copyright © 2010 Ryan P. Murphy
  257. 257. • http://sciencepowerpoint.com/
  258. 258. Areas of Focus within The Science Skills Unit: Lab Safety, Lab Safety Equipment, Magnification, Microscopes, Stereoscopes, Hand Lenses, Electron Microscopes, Compound Light Microscopes, Parts of a Compound Microscope, Metric System, International System of Units, Scientific Notation, Base Units, Mass, Volume, Density, Temperature, Time, Other SI Units, Observation, Inferences, Scientific Method, What is Science? What makes a good scientist? Types of Scientists, Branches of Science, Scientific Method, Hypothesis, Observations, Inferences. Hundreds of PowerPoint samples, the bundled homework package, unit notes, and much more can be previewed at… http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods. html
  259. 259. • This PowerPoint is on small part of my Science Skills Unit. This unit includes… • A Four Part 2,000+ Slide PowerPoint presentation full of class activities, review opportunities, project ideas, video linksm discussion questions, and much more. • 16 page bundled homework package that chronologically follows the PowerPoint slideshow. Modified version provided. • Worksheets, curriculum guide, Common Core worksheet. • 15 pages of unit notes with visuals for students who require assistance and support staff. • Many video and academic links • 1 PowerPoint review game with answer key. • Flashcards, rubrics, activity sheets, and much more. • http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Me tric_Methods.html
  260. 260. • Please visit the links below to learn more about each of the units in this curriculum – These units take me about four years to complete with my students in grades 5-10. Earth Science Units Extended Tour Link and Curriculum Guide Geology Topics Unit http://sciencepowerpoint.com/Geology_Unit.html Astronomy Topics Unit http://sciencepowerpoint.com/Astronomy_Unit.html Weather and Climate Unit http://sciencepowerpoint.com/Weather_Climate_Unit.html Soil Science, Weathering, More http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html Water Unit http://sciencepowerpoint.com/Water_Molecule_Unit.html Rivers Unit http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html = Easier = More Difficult = Most Difficult 5th – 7th grade 6th – 8th grade 8th – 10th grade
  261. 261. Physical Science Units Extended Tour Link and Curriculum Guide Science Skills Unit http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods. html Motion and Machines Unit http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html Matter, Energy, Envs. Unit http://sciencepowerpoint.com/Energy_Topics_Unit.html Atoms and Periodic Table Unit http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html Life Science Units Extended Tour Link and Curriculum Guide Human Body / Health Topics http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html DNA and Genetics Unit http://sciencepowerpoint.com/DNA_Genetics_Unit.html Cell Biology Unit http://sciencepowerpoint.com/Cellular_Biology_Unit.html Infectious Diseases Unit http://sciencepowerpoint.com/Infectious_Diseases_Unit.html Taxonomy and Classification Unit http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html Evolution / Natural Selection Unit http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html Botany Topics Unit http://sciencepowerpoint.com/Plant_Botany_Unit.html Ecology Feeding Levels Unit http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm Ecology Interactions Unit http://sciencepowerpoint.com/Ecology_Interactions_Unit.html Ecology Abiotic Factors Unit http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html
  262. 262. • The entire four year curriculum can be found at... http://sciencepowerpoint.com/ Please feel free to contact me with any questions you may have. Thank you for your interest in this curriculum. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com
  263. 263. http://www.teacherspaytea chers.com/Product/Physical -Science-Curriculum- 596485 http://www.teacherspayt eachers.com/Product/Life -Science-Curriculum- 601267 http://www.teacherspayt eachers.com/Product/Eart h-Science-Curriculum- 590950
  264. 264. • http://sciencepowerpoint.com/

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