This document outlines the scientific method process. It begins by defining the scientific method and its purpose to prove or disprove hypotheses through experimentation and observation. It then lists the typical steps of the scientific method: 1) Ask a question, 2) Observe, 3) Form a hypothesis, 4) Experiment and collect data, 5) Interpret data, and 6) Draw a conclusion. Each step is then explained in more detail, outlining best practices and examples. The document concludes by providing homework for students to design and conduct their own experiment using the scientific method.
This is the second of a two part lesson on the scientific method. The earlier lesson was all about variables and this one focuses more on the procedures of the scientific method, at about the 5th and 6th grade level.
This is the second of a two part lesson on the scientific method. The earlier lesson was all about variables and this one focuses more on the procedures of the scientific method, at about the 5th and 6th grade level.
This PowerPoint is one small part of the Astronomy Topics unit from www.sciencepowerpoint.com. This unit consists of a five part 3000+ slide PowerPoint roadmap, 12 page bundled homework package, modified homework, detailed answer keys, 8 pages of unit notes for students who may require assistance, follow along worksheets, and many review games. The homework and lesson notes chronologically follow the PowerPoint slideshow. The answer keys and unit notes are great for support professionals. The activities and discussion questions in the slideshow and meaningful. The PowerPoint includes built-in instructions, visuals, and follow up questions. Also included are critical class notes (color coded red), project ideas, video links, and review games. This unit also includes four PowerPoint review games (110+ slides each with Answers), 38+ video links, lab handouts, activity sheets, rubrics, materials list, templates, guides, and much more. Also included is a 190 slide first day of school PowerPoint presentation. Teaching Duration = 5+ weeks. Areas of Focus in the Astronomy Topics Unit: The Solar System and the Sun, Order of the Planets, Our Sun, Life Cycle of a Star, Size of Stars, Solar Eclipse, Lunar Eclipse, The Inner Planets, Mercury, Venus, Earth, Moon, Craters, Tides, Phases of the Moon, Mars and Moons, Rocketry, Asteroid Belt, NEOs, The Torino Scale, The Outer Planets and Gas Giants, Jupiter / Moons, Saturn / Moons, Uranus / Moons, Neptune / Moons, Pluto's Demotion, The Kuiper Belt, Oort Cloud, Comets / Other, Beyond the Solar System, Types of Galaxies, Blackholes, Extrasolar Planets, The Big Bang, Dark Matter, Dark Energy, The Special Theory of Relativity, Hubble Space Telescope, Constellations, Spacetime and much more. If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com
The impact of a security breach on MSP's and their clientsJose Lopez
This solution brief outline the financial and reputation impact of a security breach for a MSP and his customers. Choosing the best Antivirus/Antimalware and content control solution for a MSP is critical for protect his customers properly against new and emerging threats.
This PowerPoint is one small part of the Astronomy Topics unit from www.sciencepowerpoint.com. This unit consists of a five part 3000+ slide PowerPoint roadmap, 12 page bundled homework package, modified homework, detailed answer keys, 8 pages of unit notes for students who may require assistance, follow along worksheets, and many review games. The homework and lesson notes chronologically follow the PowerPoint slideshow. The answer keys and unit notes are great for support professionals. The activities and discussion questions in the slideshow and meaningful. The PowerPoint includes built-in instructions, visuals, and follow up questions. Also included are critical class notes (color coded red), project ideas, video links, and review games. This unit also includes four PowerPoint review games (110+ slides each with Answers), 38+ video links, lab handouts, activity sheets, rubrics, materials list, templates, guides, and much more. Also included is a 190 slide first day of school PowerPoint presentation. Teaching Duration = 5+ weeks. Areas of Focus in the Astronomy Topics Unit: The Solar System and the Sun, Order of the Planets, Our Sun, Life Cycle of a Star, Size of Stars, Solar Eclipse, Lunar Eclipse, The Inner Planets, Mercury, Venus, Earth, Moon, Craters, Tides, Phases of the Moon, Mars and Moons, Rocketry, Asteroid Belt, NEOs, The Torino Scale, The Outer Planets and Gas Giants, Jupiter / Moons, Saturn / Moons, Uranus / Moons, Neptune / Moons, Pluto's Demotion, The Kuiper Belt, Oort Cloud, Comets / Other, Beyond the Solar System, Types of Galaxies, Blackholes, Extrasolar Planets, The Big Bang, Dark Matter, Dark Energy, The Special Theory of Relativity, Hubble Space Telescope, Constellations, Spacetime and much more. If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com
The impact of a security breach on MSP's and their clientsJose Lopez
This solution brief outline the financial and reputation impact of a security breach for a MSP and his customers. Choosing the best Antivirus/Antimalware and content control solution for a MSP is critical for protect his customers properly against new and emerging threats.
Amanda Lenhart spoke at the 2012 Lawlor Summer Seminar (http://storify.com/TheLawlorGroup/summer-seminar-day-one) in Minneapolis, where she discussed the rise in smartphone ownership among youth, the demographics of mobile phone ownership and the changes wrought as youth begin to have access anytime, anywhere to people and information.
A short presentation explaining the basic differences between personal and academic research - used as the basis for a workshop and as an introduction to academic research for final year undergraduates.
Cancer cell metabolism: special Reference to Lactate PathwayAADYARAJPANDEY1
Normal Cell Metabolism:
Cellular respiration describes the series of steps that cells use to break down sugar and other chemicals to get the energy we need to function.
Energy is stored in the bonds of glucose and when glucose is broken down, much of that energy is released.
Cell utilize energy in the form of ATP.
The first step of respiration is called glycolysis. In a series of steps, glycolysis breaks glucose into two smaller molecules - a chemical called pyruvate. A small amount of ATP is formed during this process.
Most healthy cells continue the breakdown in a second process, called the Kreb's cycle. The Kreb's cycle allows cells to “burn” the pyruvates made in glycolysis to get more ATP.
The last step in the breakdown of glucose is called oxidative phosphorylation (Ox-Phos).
It takes place in specialized cell structures called mitochondria. This process produces a large amount of ATP. Importantly, cells need oxygen to complete oxidative phosphorylation.
If a cell completes only glycolysis, only 2 molecules of ATP are made per glucose. However, if the cell completes the entire respiration process (glycolysis - Kreb's - oxidative phosphorylation), about 36 molecules of ATP are created, giving it much more energy to use.
IN CANCER CELL:
Unlike healthy cells that "burn" the entire molecule of sugar to capture a large amount of energy as ATP, cancer cells are wasteful.
Cancer cells only partially break down sugar molecules. They overuse the first step of respiration, glycolysis. They frequently do not complete the second step, oxidative phosphorylation.
This results in only 2 molecules of ATP per each glucose molecule instead of the 36 or so ATPs healthy cells gain. As a result, cancer cells need to use a lot more sugar molecules to get enough energy to survive.
Unlike healthy cells that "burn" the entire molecule of sugar to capture a large amount of energy as ATP, cancer cells are wasteful.
Cancer cells only partially break down sugar molecules. They overuse the first step of respiration, glycolysis. They frequently do not complete the second step, oxidative phosphorylation.
This results in only 2 molecules of ATP per each glucose molecule instead of the 36 or so ATPs healthy cells gain. As a result, cancer cells need to use a lot more sugar molecules to get enough energy to survive.
introduction to WARBERG PHENOMENA:
WARBURG EFFECT Usually, cancer cells are highly glycolytic (glucose addiction) and take up more glucose than do normal cells from outside.
Otto Heinrich Warburg (; 8 October 1883 – 1 August 1970) In 1931 was awarded the Nobel Prize in Physiology for his "discovery of the nature and mode of action of the respiratory enzyme.
WARNBURG EFFECT : cancer cells under aerobic (well-oxygenated) conditions to metabolize glucose to lactate (aerobic glycolysis) is known as the Warburg effect. Warburg made the observation that tumor slices consume glucose and secrete lactate at a higher rate than normal tissues.
(May 29th, 2024) Advancements in Intravital Microscopy- Insights for Preclini...Scintica Instrumentation
Intravital microscopy (IVM) is a powerful tool utilized to study cellular behavior over time and space in vivo. Much of our understanding of cell biology has been accomplished using various in vitro and ex vivo methods; however, these studies do not necessarily reflect the natural dynamics of biological processes. Unlike traditional cell culture or fixed tissue imaging, IVM allows for the ultra-fast high-resolution imaging of cellular processes over time and space and were studied in its natural environment. Real-time visualization of biological processes in the context of an intact organism helps maintain physiological relevance and provide insights into the progression of disease, response to treatments or developmental processes.
In this webinar we give an overview of advanced applications of the IVM system in preclinical research. IVIM technology is a provider of all-in-one intravital microscopy systems and solutions optimized for in vivo imaging of live animal models at sub-micron resolution. The system’s unique features and user-friendly software enables researchers to probe fast dynamic biological processes such as immune cell tracking, cell-cell interaction as well as vascularization and tumor metastasis with exceptional detail. This webinar will also give an overview of IVM being utilized in drug development, offering a view into the intricate interaction between drugs/nanoparticles and tissues in vivo and allows for the evaluation of therapeutic intervention in a variety of tissues and organs. This interdisciplinary collaboration continues to drive the advancements of novel therapeutic strategies.
THE IMPORTANCE OF MARTIAN ATMOSPHERE SAMPLE RETURN.Sérgio Sacani
The return of a sample of near-surface atmosphere from Mars would facilitate answers to several first-order science questions surrounding the formation and evolution of the planet. One of the important aspects of terrestrial planet formation in general is the role that primary atmospheres played in influencing the chemistry and structure of the planets and their antecedents. Studies of the martian atmosphere can be used to investigate the role of a primary atmosphere in its history. Atmosphere samples would also inform our understanding of the near-surface chemistry of the planet, and ultimately the prospects for life. High-precision isotopic analyses of constituent gases are needed to address these questions, requiring that the analyses are made on returned samples rather than in situ.
Introduction:
RNA interference (RNAi) or Post-Transcriptional Gene Silencing (PTGS) is an important biological process for modulating eukaryotic gene expression.
It is highly conserved process of posttranscriptional gene silencing by which double stranded RNA (dsRNA) causes sequence-specific degradation of mRNA sequences.
dsRNA-induced gene silencing (RNAi) is reported in a wide range of eukaryotes ranging from worms, insects, mammals and plants.
This process mediates resistance to both endogenous parasitic and exogenous pathogenic nucleic acids, and regulates the expression of protein-coding genes.
What are small ncRNAs?
micro RNA (miRNA)
short interfering RNA (siRNA)
Properties of small non-coding RNA:
Involved in silencing mRNA transcripts.
Called “small” because they are usually only about 21-24 nucleotides long.
Synthesized by first cutting up longer precursor sequences (like the 61nt one that Lee discovered).
Silence an mRNA by base pairing with some sequence on the mRNA.
Discovery of siRNA?
The first small RNA:
In 1993 Rosalind Lee (Victor Ambros lab) was studying a non- coding gene in C. elegans, lin-4, that was involved in silencing of another gene, lin-14, at the appropriate time in the
development of the worm C. elegans.
Two small transcripts of lin-4 (22nt and 61nt) were found to be complementary to a sequence in the 3' UTR of lin-14.
Because lin-4 encoded no protein, she deduced that it must be these transcripts that are causing the silencing by RNA-RNA interactions.
Types of RNAi ( non coding RNA)
MiRNA
Length (23-25 nt)
Trans acting
Binds with target MRNA in mismatch
Translation inhibition
Si RNA
Length 21 nt.
Cis acting
Bind with target Mrna in perfect complementary sequence
Piwi-RNA
Length ; 25 to 36 nt.
Expressed in Germ Cells
Regulates trnasposomes activity
MECHANISM OF RNAI:
First the double-stranded RNA teams up with a protein complex named Dicer, which cuts the long RNA into short pieces.
Then another protein complex called RISC (RNA-induced silencing complex) discards one of the two RNA strands.
The RISC-docked, single-stranded RNA then pairs with the homologous mRNA and destroys it.
THE RISC COMPLEX:
RISC is large(>500kD) RNA multi- protein Binding complex which triggers MRNA degradation in response to MRNA
Unwinding of double stranded Si RNA by ATP independent Helicase
Active component of RISC is Ago proteins( ENDONUCLEASE) which cleave target MRNA.
DICER: endonuclease (RNase Family III)
Argonaute: Central Component of the RNA-Induced Silencing Complex (RISC)
One strand of the dsRNA produced by Dicer is retained in the RISC complex in association with Argonaute
ARGONAUTE PROTEIN :
1.PAZ(PIWI/Argonaute/ Zwille)- Recognition of target MRNA
2.PIWI (p-element induced wimpy Testis)- breaks Phosphodiester bond of mRNA.)RNAse H activity.
MiRNA:
The Double-stranded RNAs are naturally produced in eukaryotic cells during development, and they have a key role in regulating gene expression .
Earliest Galaxies in the JADES Origins Field: Luminosity Function and Cosmic ...Sérgio Sacani
We characterize the earliest galaxy population in the JADES Origins Field (JOF), the deepest
imaging field observed with JWST. We make use of the ancillary Hubble optical images (5 filters
spanning 0.4−0.9µm) and novel JWST images with 14 filters spanning 0.8−5µm, including 7 mediumband filters, and reaching total exposure times of up to 46 hours per filter. We combine all our data
at > 2.3µm to construct an ultradeep image, reaching as deep as ≈ 31.4 AB mag in the stack and
30.3-31.0 AB mag (5σ, r = 0.1” circular aperture) in individual filters. We measure photometric
redshifts and use robust selection criteria to identify a sample of eight galaxy candidates at redshifts
z = 11.5 − 15. These objects show compact half-light radii of R1/2 ∼ 50 − 200pc, stellar masses of
M⋆ ∼ 107−108M⊙, and star-formation rates of SFR ∼ 0.1−1 M⊙ yr−1
. Our search finds no candidates
at 15 < z < 20, placing upper limits at these redshifts. We develop a forward modeling approach to
infer the properties of the evolving luminosity function without binning in redshift or luminosity that
marginalizes over the photometric redshift uncertainty of our candidate galaxies and incorporates the
impact of non-detections. We find a z = 12 luminosity function in good agreement with prior results,
and that the luminosity function normalization and UV luminosity density decline by a factor of ∼ 2.5
from z = 12 to z = 14. We discuss the possible implications of our results in the context of theoretical
models for evolution of the dark matter halo mass function.
Richard's aventures in two entangled wonderlandsRichard Gill
Since the loophole-free Bell experiments of 2020 and the Nobel prizes in physics of 2022, critics of Bell's work have retreated to the fortress of super-determinism. Now, super-determinism is a derogatory word - it just means "determinism". Palmer, Hance and Hossenfelder argue that quantum mechanics and determinism are not incompatible, using a sophisticated mathematical construction based on a subtle thinning of allowed states and measurements in quantum mechanics, such that what is left appears to make Bell's argument fail, without altering the empirical predictions of quantum mechanics. I think however that it is a smoke screen, and the slogan "lost in math" comes to my mind. I will discuss some other recent disproofs of Bell's theorem using the language of causality based on causal graphs. Causal thinking is also central to law and justice. I will mention surprising connections to my work on serial killer nurse cases, in particular the Dutch case of Lucia de Berk and the current UK case of Lucy Letby.
Richard's entangled aventures in wonderlandRichard Gill
Since the loophole-free Bell experiments of 2020 and the Nobel prizes in physics of 2022, critics of Bell's work have retreated to the fortress of super-determinism. Now, super-determinism is a derogatory word - it just means "determinism". Palmer, Hance and Hossenfelder argue that quantum mechanics and determinism are not incompatible, using a sophisticated mathematical construction based on a subtle thinning of allowed states and measurements in quantum mechanics, such that what is left appears to make Bell's argument fail, without altering the empirical predictions of quantum mechanics. I think however that it is a smoke screen, and the slogan "lost in math" comes to my mind. I will discuss some other recent disproofs of Bell's theorem using the language of causality based on causal graphs. Causal thinking is also central to law and justice. I will mention surprising connections to my work on serial killer nurse cases, in particular the Dutch case of Lucia de Berk and the current UK case of Lucy Letby.
2. Goals for today
Identifying the steps of Scientific Inquiry
Develop examples of each stage of the Inquiry process
Design an experiment based on Scientific Inquiry
3. Scientific Method:
What do you know?
The goal of science is to
understand our world as
it works.
How to investigate it
thoroughly?
If we ask questions we
can find the answers.
What is the right
question?
If we keep searching for
the answers, we can
eventually find them.
What method can we use
to best find ?
What we know What we want to
know
What we learned
4. Scientific Method
Definition: The
scientific method is a
process by which an
individual or group can
do research. That
research can be in any
subject. It can be done
by one individual, a
group of any size or
several groups.
Purpose: This
method is to prove a
Hypothesis. If proven, it
can become a theory
which can be used to
predict and explain
future observations and
experiments.
5. Vocabulary for this lesson
Observe Hypothesis Investigate Model
Classify Estimate Control Variable
Interpret Infer Predict Conclusion
6. Names for each of the steps for
the Scientific method may vary
but the actions remain
consistent and in order.
8. #1 Ask a Question
• Why do I want to
know about this
object?
What is in this tigers food
supply?
What elements
are most
important for this
fungus to grow?
(water, tree it
holds onto,
sunlight, …)
What kinds of
items in my
bedroom will a
magnet stick to?
Which electronic device
is used most in my
home?
9. Begin your experiment
Collect your project
• It can be your favorite room object, pencil, animal,
picture, tool, person, idea.
• It must be portable and measurable.
Collect your tools to measure or estimate
• Ruler
• Scale
• Cup measure
• Other???
What is your question?
How am I going to
measure it?
10. #3 Hypothesis
o It has to be measurable
o It has to address one area (what it looks like,
what it does in this place or this time, …)
o It has to be in the form of an “If ….. then”
statement.
If I increase the angle, then
he can shoot further.
If the density of the material in the
bag is increased, then that will
provide the athlete to have to
deliver greater force in his kick to
cause the bag to move.
If the type of fish is gone
from the food web then the
wading birds, seagull and
larger fish may have
problems getting enough
food to survive.
What is your
question???
11. #2 Observe
Does it move?
Does it seem to be alive?
How does it interact with things around it?
How do I sense it? (taste, smell, touch, see,
hear) warm, cold, hard, soft, sweet, salty…
How do I interact with it?
How does it affect me or others?
What is
your
question?
1. 2. 3.
4. 5. 6.
7. 8. 9.
10. 1. 12.
Facts about my object
12. #4a Investigate and Experiment
There are six parts to 4a:
1. Collect data
2. Record your
information as you get
it
3. Classify
4. Identify variables
5. Find your control
variable
6. Estimate and measure
13. Collect
Determine the several ways you can collect data
The relationship of your subject to others in the environment
Physical properties of the subject
D
a
t
a
14. Record information as you collect it
• Drawings
• Tables
• Questions you might have as you progress.
• Inferences that you might think of.
• Other parts of the question you might need to investigate.
2 kg 1.3 cm dark
soft 3 parts
15. Classify
Is it a liquid?
Is it a solid?
Is it living?
Is it the only
one of its
kind?
Is it an animal?
Is it a plant?
Does it move?
????????
Is it a part of
something else?
16. Identify and Control Variables
• Since you can only measure one thing,
what exactly do you want to measure?
• Which one factor is directly connected
to your question and hypothesis?
• This is your variable. It is the only
thing you are going to measure.
• The rest of them are controls (not
supposed to change)
How much
sunlight does a
plant need?
All test plants
receive the
same amount
of water
every day.
Which wood is the
strongest?
Which wood should be used for
gardens and decks?
Which type of tablet
is best for use in
eating places?
What is the
best shampoo
for Chinese
people?
Which pencils
are best for
sketching?
17. Estimate and Measure
Some things can be measured by a scale, ruler or a
container.
Some things can be measured in relation to another
object.
Some things can not be measured exactly. For them you
will need to estimate.
18. Infer
Details give you clues. What possible conclusions can you draw?
If it is sunny and the plants are green, then it may be either spring or
summer season.
=
?
19. #4b Interpret Data
Make sure you have collected all of your data.
Set up your tables and slides.
Make inferences based on data related to the
hypothesis.
Predict based only on data if the hypothesis is
correct.
If it does not support the hypothesis, start again.
Revising the hypothesis and follow your steps again.
20. P
r
e
d
i
c
t
If this happens then that may
also take place in the same
place even if you do not have
all of the data.
21. #5 Does it support or deny the
hypothesis???
Yes? What is your next question?
1. This is often one on the questions you had during the
collection of your data.
2. It could have occurred to you when you were trying to
infer or predict.
No? It is never a fail. You learned that you needed to find
another way.
Begin with:
Did ask the right question?
Did I miss something in the experimentation?
Did I recorded something incorrectly?
Do I need to check my thinking when I inferred or
predicted?
22. What have I learned?
Use vocabulary appropriately. Make the shape of your choice.
Scientific
Method
23. Homework
Activity: Complete your personal experiment by using the Scientific
Method. A study guide has been provided. Decide if your hypothesis
is correct.
Be prepared to share your experiment and results with the class
next time we meet.
Activity: Complete flash cards for each vocabulary word at the end
of the chapter.
The front will have a picture that reminds you of what it means.
The back will have the word and definition.
Word
Definition
(Front) (Back)
24. Study Guide for Scientific Method
1. What is your question? (focus on 1 variable)____________________________________________________
2. What is your hypothesis statement? (If … then …) _______________________________________________
3. Draw a picture.
4. Make your chart for your data.
5. Start collecting your data and recording it on your chart.
a. Measure as many ways as you can (ruler, weight, liter measure, compare to other objects, estimate, ….).
b. What do you see, hear, feel, taste, smell with your senses?
c. Does it react with anything?
d. Is it by itself or with others?
e. Is it like anything you already know about?
f. Is there anything you can infer by the data you have collected?
6. Interpret the data.
7. Can you predict anything from your data?
8. Does it support your hypothesis? (Refer to slide or page # 7)
