7 inferring
•Download as PPT, PDF•
7 likes•6,036 views
The document provides an overview of the concepts of observation and inference in scientific reasoning. It defines observation as an experience perceived through the senses, while an inference is an interpretation or explanation of an observation based on past experiences. It gives examples to illustrate observations and inferences. The document also outlines steps for making inferences, including making multiple observations, recalling relevant prior knowledge, and stating inferences in a way that distinguishes them from observations or predictions. It includes activities where the reader makes observations and inferences about objects and a set of animal tracks in snow.
Report
Share
Report
Share
![WHAT? ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Observations vs-inferencespart one
Students often have trouble understanding the difference between observations and inferences. This presentation starts by going over definitions of each term, as well as, the differences between quantitative and qualitative observations. The goal is for students to understand that observations are data, which is used to create inferences (preliminary conclusions) and evidence is when you use the data to support your inferences. A final point is made that inferences are preliminary conclusions, thus inferences can not be seen. The remainder of the presentation gives multiple photos for students to practice making inferences from data. This learning program is geared to K-12 students, but can also be used for introductory college courses in multiple subjects.
3_Observations and Inferences
This document discusses the differences between observations and inferences. Observations involve gathering information using the five senses, and can be either qualitative, involving descriptive observations, or quantitative, involving measurable observations. Inferences are explanations of observations based on past experiences and knowledge. The document provides examples of qualitative and quantitative observations, and examples of observations and possible inferences made from those observations.
Observation And Inferences Powerpoint
This document discusses the difference between observations and inferences. An observation is a factual statement describing what can be seen through the senses. An inference is a conclusion or judgment made based on observations, but which cannot be directly observed itself. The document provides examples of quantitative and qualitative observations, and how scientists extend their senses through tools. It also gives examples of observations versus inferences related to a wilted plant, a stopped car, and a baseball team's division lead.
Inference and-observation
Observation and inference activity. Modified from an old cmscdsquires presentation. Is used in class for as many slides as needed. Can be used over time to have a greater impact. In our case, our classes are taken outside for 7 stations in the environmental center after doing 5-8 slides and the other slides are used over time as a follow up.
Scientific inquiry, observation vs. inference
Observation: Quantitative vs Qualitative
Observation: Observation vs Inference
Observation: Influence
Observations vs. inferences
The document discusses the difference between observations and inferences. Observations involve gathering information using the five senses, and can be qualitative, describing qualities, or quantitative, using numbers to measure. Inferences explain observations and are based on past experiences and knowledge. While both are important in science, quantitative observations can be precisely compared. The document provides examples to illustrate observations and possible inferences.
Scientific method
Molded together from two powerpoints on the internet:
www.biologyjunction.com/Scientific%20Method.ppt
and
newton.uor.edu/facultyfolder/tyler_nordgren/.../FYS_SciMethod.ppt
Observation & Inference: Notes
This is an intro to Observation & Inference with guided notes and tasks for students to do. Using for 5th grade.
Recommended
Observations vs-inferencespart one
Students often have trouble understanding the difference between observations and inferences. This presentation starts by going over definitions of each term, as well as, the differences between quantitative and qualitative observations. The goal is for students to understand that observations are data, which is used to create inferences (preliminary conclusions) and evidence is when you use the data to support your inferences. A final point is made that inferences are preliminary conclusions, thus inferences can not be seen. The remainder of the presentation gives multiple photos for students to practice making inferences from data. This learning program is geared to K-12 students, but can also be used for introductory college courses in multiple subjects.
3_Observations and Inferences
This document discusses the differences between observations and inferences. Observations involve gathering information using the five senses, and can be either qualitative, involving descriptive observations, or quantitative, involving measurable observations. Inferences are explanations of observations based on past experiences and knowledge. The document provides examples of qualitative and quantitative observations, and examples of observations and possible inferences made from those observations.
Observation And Inferences Powerpoint
This document discusses the difference between observations and inferences. An observation is a factual statement describing what can be seen through the senses. An inference is a conclusion or judgment made based on observations, but which cannot be directly observed itself. The document provides examples of quantitative and qualitative observations, and how scientists extend their senses through tools. It also gives examples of observations versus inferences related to a wilted plant, a stopped car, and a baseball team's division lead.
Inference and-observation
Observation and inference activity. Modified from an old cmscdsquires presentation. Is used in class for as many slides as needed. Can be used over time to have a greater impact. In our case, our classes are taken outside for 7 stations in the environmental center after doing 5-8 slides and the other slides are used over time as a follow up.
Scientific inquiry, observation vs. inference
Observation: Quantitative vs Qualitative
Observation: Observation vs Inference
Observation: Influence
Observations vs. inferences
The document discusses the difference between observations and inferences. Observations involve gathering information using the five senses, and can be qualitative, describing qualities, or quantitative, using numbers to measure. Inferences explain observations and are based on past experiences and knowledge. While both are important in science, quantitative observations can be precisely compared. The document provides examples to illustrate observations and possible inferences.
Scientific method
Molded together from two powerpoints on the internet:
www.biologyjunction.com/Scientific%20Method.ppt
and
newton.uor.edu/facultyfolder/tyler_nordgren/.../FYS_SciMethod.ppt
Observation & Inference: Notes
This is an intro to Observation & Inference with guided notes and tasks for students to do. Using for 5th grade.
Observations vs Inferences
Observations involve directly gathering information using the five senses, and can be qualitative or quantitative. Qualitative observations describe qualities using adjectives, while quantitative observations measure things numerically. Both are valuable, but quantitative observations allow for more precise, objective comparisons. Inferences explain observations based on past experiences and knowledge, and help interpret what is directly observed through the senses. Inferences may change as new observations are made.
Inferring Strategy
The document discusses inferring, which is drawing conclusions or interpretations from clues in a text rather than from explicit statements. It involves using one's background knowledge along with evidence in the text. Inferring, questioning, and predicting work together to build understanding. The document provides examples of how to teach students to infer and gives suggestions for starting inferring practice using comics, riddles, poetry and other media. It also discusses the role of inference in interpreting different text types like fiction, nonfiction, and cartoons.
Identifying Problems from Observations
This document discusses the difference between observations and inferences in science. Observations involve directly gathering information with the five senses, and can be either qualitative, describing observable qualities, or quantitative, numerically measuring observations. Inferences explain observations and are based on past experiences and knowledge, helping to interpret what is observed. The document provides examples of qualitative and quantitative observations, and examples of observations with possible inferences to explain them. Both types of observations are important in science, but quantitative observations can be more precisely compared.
Fall Outline Expectations
The document provides instructions and resources for creating an essay outline. It explains that outlining is an important practice for organizing an essay and lists several common outlining methods. Links to examples of outlining using PowerPoint, different organizational structures, Roman numerals, and a customizable approach are included, along with the recommendation to create your own outline in preparation for writing an upcoming essay.
Outlines
The document provides instructions on how to write an outline. It explains that an outline organizes topics and subtopics using a numbering system. It advises doing preliminary research on the topic before writing the outline. The outline should include main topics as well as subtopics and specific examples or details under each subtopic. Outlines can be used not only for writing, but also to extract main ideas from complex information. They help determine the point of each paragraph and allow the writer to logically reorder and connect paragraphs.
Analyzing and inferring plot and theme
This document discusses the difference between plot and theme in stories and how readers can infer themes. It explains that plot is made up of the sequence of events in a story, while theme represents deeper ideas that are suggested through textual clues but not directly stated. Readers can analyze both the plot and themes of their class novel by noticing details from the text, using background knowledge, and making inferences. The document provides examples of a plot point and potential theme from the story "Frog and Toad" and instructs students to respond to questions analyzing the plot and possible themes in their own class novel.
W3 Inference PL
This document discusses inferring and provides examples of how to practice inferring from text. It begins with learning intentions and success criteria about inferring, which is constructing meaning beyond what is literally stated by using context clues and background knowledge. An activity is described where students listen to an audio clip and use inferring to predict what it is about. Another activity has students read newspaper articles without headlines and use inferring to predict the original headlines. The document emphasizes that inferring helps readers expand their understanding of what is implied but not explicitly stated.
554 paper bag princess
1) Inference is drawing a conclusion or judgment about something without directly observing it based on known information.
2) The document describes methods for teaching students to make inferences while reading, such as having them infer what a book is about from its cover, discussing inferences after reading, and having students practice making inferences in their own reading.
3) Research shows that explicitly teaching comprehension strategies like making inferences can improve students' general reading comprehension.
Inferring Speech Activity from Encrypted Skype Traffic
Normally, voice activity detection (VAD) refers to speech processing algorithms for detecting the presence or absence of human speech in segments of audio signals. In this paper, however, we focus on speech detection algorithms that take VoIP traffic instead of audio signals as input. We call this category of algorithms network-level VAD.
Traditional VAD usually plays a fundamental role in speech processing systems because of its ability to delimit speech segments. Network-level VAD, on the other hand, can be quite helpful in network management, which is the motivation for our study. We propose the first real-time network-level VAD algorithm that can extract voice activity from encrypted and non-silence-suppressed Skype traffic. We evaluate the speech detection accuracy of the proposed algorithm with extensive reallife traces. The results show that our scheme achieve reasonably good performance even high degree of randomness has been injected into the network traffic.
The thesis statement
The document provides writing prompts and instructions for students to warm up and brainstorm ideas about a class novel. Students are encouraged to freely write claims and theses, then refine their ideas by underlining main points, rewriting thesis statements in different ways, and selecting the statement that feels most true and interesting to explore further. The next class will use today's brainstorming to construct a literary essay.
CGI_Multiplication_And_Division
1) The document discusses Cognitively Guided Instruction (CGI), which uses students' intuitive understanding of math concepts as the basis for instruction. Research shows students intuitively understand the structures of multiplication, division, and word problems and can solve them using strategies like repeated addition or subtraction.
2) The three basic problem types for multiplication and division are identified based on which quantities (total objects, number of groups, objects in each group) are known/unknown. Students' strategies depend on discerning these structures.
3) A clinical interview with a student showed he relied on known math facts to solve most problems quickly. For problems requiring modeling, his reasoning was sometimes flawed. Developing multiple strategies could help him better
Bud Nation Project
Bud Nation has an executive branch led by President McLovin, a parliamentary legislative branch called Parliament of the Buds, and a judicial branch called the Bud Court. It has a decentralized local government called High Off Life and a multi-party political system called All Day Everyday. Bud Nation is a democratic and capitalist country with laws including legalizing marijuana, throwing killers in the ocean, favorite sports and music, required watching of Superbad, shoe requirements, swimming ability, stress relief with incense, and dress codes when hot.
Inferring: The Heartbeat of Comprehension K-6
Pat Johnson and Katie Keier's presentation for the International Reading Association's annual convention - May 2011
Black Box Methods for Inferring Parallel Applications' Properties in Virtual ...
The document discusses inferring properties of parallel applications running in virtual environments using black box methods. It presents an approach to infer communication behavior and runtime topology without any application-specific assumptions. Metrics like round trip iteration rate are introduced to measure performance in a black box way. Methods are also described to predict an application's slowdown under load and to estimate processing delays using analysis of inter-packet times in network traces.
Writing paragraphs 1.ppt
1) Many students struggle with writing, with only about 20% of students writing at a proficient level or higher based on national assessments. Writing is time-consuming for both students and teachers, which is why it is rarely assigned in full.
2) To address these issues, experts recommend doubling the time students spend writing each day, including more journaling and writing across subjects. Teachers should focus on developing students' ideas as they write rather than perfect handwriting or grammar.
3) Effective ways to teach paragraph writing include using a hamburger model to structure ideas, having students write "lost and found" ads to describe missing mittens, and incorporating more journaling into daily routines.
Ppt adjectives - class 5
The document discusses adjectives and how they describe nouns by answering the questions "how many?" and "what kind?". It provides examples of sentences with adjectives describing different nouns and asks the reader to identify the adjective and noun in each example.
Making Generalizations
1. Flightless birds have different uses for their wings such as swimming, flapping to scare enemies, or using them like rudders when running.
2. Ant colonies are divided into different groups including worker ants, soldier ants, and a queen ant, each with different roles to support the colony.
3. Allergies can cause a range of reactions in people from mild to severe and sometimes deadly, as the immune system overreacts to otherwise harmless substances.
Inference And Observation Activity
This document provides instructions for an activity where students make two columns titled "Observation" and "Inference" on a clean sheet of paper. Students are asked to write down three observations of things they can see in a picture that are important, and three inferences of things they suppose are likely based on what they see. They will then have a chance to confer with their table partner to compare observations and inferences, which do not need to be the same.
comparison & contrast paragraph
This document provides instruction and examples for writing comparison and contrast paragraphs. It discusses two common patterns for organizing comparison/contrast paragraphs: point-by-point and block. The point-by-point pattern discusses each subject point-by-point, while the block pattern discusses all aspects of one subject before moving to the other subject. The document also provides examples of topic sentences, transition words to use, and sample outlines for organizing comparison/contrast paragraphs in both patterns.
Making generalizations
This document discusses generalizations and how to identify valid versus faulty generalizations. It defines a generalization as a broad statement about a group that states something they have in common. Faulty generalizations are not supported by facts and use absolute words like "all" or "never." Valid generalizations are supported by facts, examples, and logical thinking. The document provides examples of both valid and faulty generalizations and encourages analyzing whether a generalization is truly representative of an entire group.
More Related Content
Viewers also liked
Observations vs Inferences
Observations involve directly gathering information using the five senses, and can be qualitative or quantitative. Qualitative observations describe qualities using adjectives, while quantitative observations measure things numerically. Both are valuable, but quantitative observations allow for more precise, objective comparisons. Inferences explain observations based on past experiences and knowledge, and help interpret what is directly observed through the senses. Inferences may change as new observations are made.
Inferring Strategy
The document discusses inferring, which is drawing conclusions or interpretations from clues in a text rather than from explicit statements. It involves using one's background knowledge along with evidence in the text. Inferring, questioning, and predicting work together to build understanding. The document provides examples of how to teach students to infer and gives suggestions for starting inferring practice using comics, riddles, poetry and other media. It also discusses the role of inference in interpreting different text types like fiction, nonfiction, and cartoons.
Identifying Problems from Observations
This document discusses the difference between observations and inferences in science. Observations involve directly gathering information with the five senses, and can be either qualitative, describing observable qualities, or quantitative, numerically measuring observations. Inferences explain observations and are based on past experiences and knowledge, helping to interpret what is observed. The document provides examples of qualitative and quantitative observations, and examples of observations with possible inferences to explain them. Both types of observations are important in science, but quantitative observations can be more precisely compared.
Fall Outline Expectations
The document provides instructions and resources for creating an essay outline. It explains that outlining is an important practice for organizing an essay and lists several common outlining methods. Links to examples of outlining using PowerPoint, different organizational structures, Roman numerals, and a customizable approach are included, along with the recommendation to create your own outline in preparation for writing an upcoming essay.
Outlines
The document provides instructions on how to write an outline. It explains that an outline organizes topics and subtopics using a numbering system. It advises doing preliminary research on the topic before writing the outline. The outline should include main topics as well as subtopics and specific examples or details under each subtopic. Outlines can be used not only for writing, but also to extract main ideas from complex information. They help determine the point of each paragraph and allow the writer to logically reorder and connect paragraphs.
Analyzing and inferring plot and theme
This document discusses the difference between plot and theme in stories and how readers can infer themes. It explains that plot is made up of the sequence of events in a story, while theme represents deeper ideas that are suggested through textual clues but not directly stated. Readers can analyze both the plot and themes of their class novel by noticing details from the text, using background knowledge, and making inferences. The document provides examples of a plot point and potential theme from the story "Frog and Toad" and instructs students to respond to questions analyzing the plot and possible themes in their own class novel.
W3 Inference PL
This document discusses inferring and provides examples of how to practice inferring from text. It begins with learning intentions and success criteria about inferring, which is constructing meaning beyond what is literally stated by using context clues and background knowledge. An activity is described where students listen to an audio clip and use inferring to predict what it is about. Another activity has students read newspaper articles without headlines and use inferring to predict the original headlines. The document emphasizes that inferring helps readers expand their understanding of what is implied but not explicitly stated.
554 paper bag princess
1) Inference is drawing a conclusion or judgment about something without directly observing it based on known information.
2) The document describes methods for teaching students to make inferences while reading, such as having them infer what a book is about from its cover, discussing inferences after reading, and having students practice making inferences in their own reading.
3) Research shows that explicitly teaching comprehension strategies like making inferences can improve students' general reading comprehension.
Inferring Speech Activity from Encrypted Skype Traffic
Normally, voice activity detection (VAD) refers to speech processing algorithms for detecting the presence or absence of human speech in segments of audio signals. In this paper, however, we focus on speech detection algorithms that take VoIP traffic instead of audio signals as input. We call this category of algorithms network-level VAD.
Traditional VAD usually plays a fundamental role in speech processing systems because of its ability to delimit speech segments. Network-level VAD, on the other hand, can be quite helpful in network management, which is the motivation for our study. We propose the first real-time network-level VAD algorithm that can extract voice activity from encrypted and non-silence-suppressed Skype traffic. We evaluate the speech detection accuracy of the proposed algorithm with extensive reallife traces. The results show that our scheme achieve reasonably good performance even high degree of randomness has been injected into the network traffic.
The thesis statement
The document provides writing prompts and instructions for students to warm up and brainstorm ideas about a class novel. Students are encouraged to freely write claims and theses, then refine their ideas by underlining main points, rewriting thesis statements in different ways, and selecting the statement that feels most true and interesting to explore further. The next class will use today's brainstorming to construct a literary essay.
CGI_Multiplication_And_Division
1) The document discusses Cognitively Guided Instruction (CGI), which uses students' intuitive understanding of math concepts as the basis for instruction. Research shows students intuitively understand the structures of multiplication, division, and word problems and can solve them using strategies like repeated addition or subtraction.
2) The three basic problem types for multiplication and division are identified based on which quantities (total objects, number of groups, objects in each group) are known/unknown. Students' strategies depend on discerning these structures.
3) A clinical interview with a student showed he relied on known math facts to solve most problems quickly. For problems requiring modeling, his reasoning was sometimes flawed. Developing multiple strategies could help him better
Bud Nation Project
Bud Nation has an executive branch led by President McLovin, a parliamentary legislative branch called Parliament of the Buds, and a judicial branch called the Bud Court. It has a decentralized local government called High Off Life and a multi-party political system called All Day Everyday. Bud Nation is a democratic and capitalist country with laws including legalizing marijuana, throwing killers in the ocean, favorite sports and music, required watching of Superbad, shoe requirements, swimming ability, stress relief with incense, and dress codes when hot.
Inferring: The Heartbeat of Comprehension K-6
Pat Johnson and Katie Keier's presentation for the International Reading Association's annual convention - May 2011
Black Box Methods for Inferring Parallel Applications' Properties in Virtual ...
The document discusses inferring properties of parallel applications running in virtual environments using black box methods. It presents an approach to infer communication behavior and runtime topology without any application-specific assumptions. Metrics like round trip iteration rate are introduced to measure performance in a black box way. Methods are also described to predict an application's slowdown under load and to estimate processing delays using analysis of inter-packet times in network traces.
Writing paragraphs 1.ppt
1) Many students struggle with writing, with only about 20% of students writing at a proficient level or higher based on national assessments. Writing is time-consuming for both students and teachers, which is why it is rarely assigned in full.
2) To address these issues, experts recommend doubling the time students spend writing each day, including more journaling and writing across subjects. Teachers should focus on developing students' ideas as they write rather than perfect handwriting or grammar.
3) Effective ways to teach paragraph writing include using a hamburger model to structure ideas, having students write "lost and found" ads to describe missing mittens, and incorporating more journaling into daily routines.
Ppt adjectives - class 5
The document discusses adjectives and how they describe nouns by answering the questions "how many?" and "what kind?". It provides examples of sentences with adjectives describing different nouns and asks the reader to identify the adjective and noun in each example.
Making Generalizations
1. Flightless birds have different uses for their wings such as swimming, flapping to scare enemies, or using them like rudders when running.
2. Ant colonies are divided into different groups including worker ants, soldier ants, and a queen ant, each with different roles to support the colony.
3. Allergies can cause a range of reactions in people from mild to severe and sometimes deadly, as the immune system overreacts to otherwise harmless substances.
Inference And Observation Activity
This document provides instructions for an activity where students make two columns titled "Observation" and "Inference" on a clean sheet of paper. Students are asked to write down three observations of things they can see in a picture that are important, and three inferences of things they suppose are likely based on what they see. They will then have a chance to confer with their table partner to compare observations and inferences, which do not need to be the same.
comparison & contrast paragraph
This document provides instruction and examples for writing comparison and contrast paragraphs. It discusses two common patterns for organizing comparison/contrast paragraphs: point-by-point and block. The point-by-point pattern discusses each subject point-by-point, while the block pattern discusses all aspects of one subject before moving to the other subject. The document also provides examples of topic sentences, transition words to use, and sample outlines for organizing comparison/contrast paragraphs in both patterns.
Making generalizations
This document discusses generalizations and how to identify valid versus faulty generalizations. It defines a generalization as a broad statement about a group that states something they have in common. Faulty generalizations are not supported by facts and use absolute words like "all" or "never." Valid generalizations are supported by facts, examples, and logical thinking. The document provides examples of both valid and faulty generalizations and encourages analyzing whether a generalization is truly representative of an entire group.
Viewers also liked (20)
Inferring Speech Activity from Encrypted Skype Traffic
Inferring Speech Activity from Encrypted Skype Traffic
Black Box Methods for Inferring Parallel Applications' Properties in Virtual ...
Black Box Methods for Inferring Parallel Applications' Properties in Virtual ...
7 inferring
- 1. INFERRING KPLI SCIENCE MINOR LESSON NOTES BY SYLVESTER SAIMON SIMIN SMD, KTTC
- 3. EXAMPLES Perhaps no one fed the fish The fishes are floating on top of the tank It must be windy out Through the window I see the flag waving The chip has starch in it. I see that iodine turns purple when I put it on a potato chip Someone may have spilled a toxic substance there. There is a spot in my front yard where grass does not grow The office is not used often. The brass knob on that door is not bright and shiny. INFERENCE OBSERVATION
- 7. ACTIVITY 2 (EVENTS) Observe these tracks in the snow. The picture has been separated into frames. Make at least two observations about each frame, and for each observation write at least one inference that could be drawn from that observation.