Science Skills Unit Part IV

Class Expectations You can show respect by… You can be responsible by… Listening when the teacher or others are talking. One speaker at a time, please raise your hand. Please no cross-room conversations / shouting things out. You can be responsible by… Staying organized and avoiding distraction. Staying focused on task completion. You can make good choices by… Attending class regularly Doing your best and never giving up. Be Safe! First, last, and always. Copyright © 2010 Ryan P. Murphy

Class Expectations You can show respect by… You can be responsible by… Listening when the teacher or others are talking. One speaker at a time, please raise your hand. Please no cross-room conversations / shouting things out. You can be responsible by… Staying organized and avoiding distraction. Staying focused on task completion. You can make good choices by… Attending class regularly Doing your best and never giving up. Be Safe! First, last, and always. Copyright © 2010 Ryan P. Murphy

Class Expectations You can show respect by… You can be responsible by… Listening when the teacher or others are talking. One speaker at a time, please raise your hand. Please no cross-room conversations / shouting things out. You can be responsible by… Staying organized and avoiding distraction. Staying focused on task completion. You can make good choices by… Attending class regularly Doing your best and never giving up. Be Safe! First, last, and always. Copyright © 2010 Ryan P. Murphy

Class Expectations You can show respect by… You can be responsible by… Listening when the teacher or others are talking. One speaker at a time, please raise your hand. Please no cross-room conversations / shouting things out. You can be responsible by… Staying organized and avoiding distraction. Staying focused on task completion. You can make good choices by… Attending class regularly Doing your best and never giving up. Be Safe! First, last, and always. Copyright © 2010 Ryan P. Murphy

Class Expectations You can show respect by… You can be responsible by… Listening when the teacher or others are talking. One speaker at a time, please raise your hand. Please no cross-room conversations / shouting things out. You can be responsible by… Staying organized and avoiding distraction. Staying focused on task completion. You can make good choices by… Attending class regularly Doing your best and never giving up. Be Safe! First, last, and always. Copyright © 2010 Ryan P. Murphy

Class Expectations You can show respect by… You can be responsible by… Listening when the teacher or others are talking. One speaker at a time, please raise your hand. Please no cross-room conversations / shouting things out. You can be responsible by… Staying organized and avoiding distraction. Staying focused on task completion. You can make good choices by… Attending class regularly Doing your best and never giving up. Be Safe! First, last, and always. Copyright © 2010 Ryan P. Murphy

Class Expectations You can show respect by… You can be responsible by… Listening when the teacher or others are talking. One speaker at a time, please raise your hand. Please no cross-room conversations / shouting things out. You can be responsible by… Staying organized and avoiding distraction. Staying focused on task completion. You can make good choices by… Attending class regularly Doing your best and never giving up. Be Safe! First, last, and always. Copyright © 2010 Ryan P. Murphy

Class Expectations You can show respect by… You can be responsible by… Listening when the teacher or others are talking. One speaker at a time, please raise your hand. Please no cross-room conversations / shouting things out. You can be responsible by… Staying organized and avoiding distraction. Staying focused on task completion. You can make good choices by… Attending class regularly Doing your best and never giving up. Be Safe! First, last, and always. Copyright © 2010 Ryan P. Murphy

Class Expectations You can show respect by… You can be responsible by… Listening when the teacher or others are talking. One speaker at a time, please raise your hand. Please no cross-room conversations / shouting things out. You can be responsible by… Staying organized and avoiding distraction. Staying focused on task completion. You can make good choices by… Attending class regularly Doing your best and never giving up. Be Safe! First, last, and always. Copyright © 2010 Ryan P. Murphy

Class Expectations You can show respect by… You can be responsible by… Listening when the teacher or others are talking. One speaker at a time, please raise your hand. Please no cross-room conversations / shouting things out. You can be responsible by… Staying organized and avoiding distraction. Staying focused on task completion. You can make good choices by… Attending class regularly Doing your best and never giving up. Be Safe! First, last, and always. Copyright © 2010 Ryan P. Murphy

Class Expectations You can show respect by… You can be responsible by… Listening when the teacher or others are talking. One speaker at a time, please raise your hand. Please no cross-room conversations / shouting things out. You can be responsible by… Staying organized and avoiding distraction. Staying focused on task completion. You can make good choices by… Attending class regularly Doing your best and never giving up. Be Safe! First, last, and always. Copyright © 2010 Ryan P. Murphy

Class Expectations You can show respect by… You can be responsible by… Listening when the teacher or others are talking. One speaker at a time, please raise your hand. Please no cross-room conversations / shouting things out. You can be responsible by… Staying organized and avoiding distraction. Staying focused on task completion. You can make good choices by… Attending class regularly Doing your best and never giving up. Be Safe! First, last, and always. Copyright © 2010 Ryan P. Murphy

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

-Please make notes legible and use indentations when appropriate -Please make notes legible and use indentations when appropriate. -Example of indent.

-Please make notes legible and use indentations when appropriate -Please make notes legible and use indentations when appropriate. -Example of indent. -Skip a line between topics

-Please make notes legible and use indentations when appropriate -Please make notes legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages

-Please make notes legible and use indentations when appropriate -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

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. 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. N F U N Study tonight Do good In science Do your work Be nice For Real T O D A Y Science Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy

Science is a systematic attempt to get around human limitations. Science tries to remove personal experience from the scientific process.

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

Science is a systematic attempt to get around human limitations. Science tries to remove personal experience from the scientific process. “I love Science Copyright © 2010 Ryan P. Murphy

This data set makes me happy Science is a systematic attempt to get around human limitations. Science tries to remove personal experience from the scientific process. “I love Science This data set makes me happy Copyright © 2010 Ryan P. Murphy

“This data set makes me happy.” Science is a systematic attempt to get around human limitations. Science tries to remove personal experience from the scientific process. “I love Science.” “This data set makes me happy.” “I wanted better data.” Copyright © 2010 Ryan P. Murphy

Science is a systematic attempt to get around human limitations. Science tries to remove personal experience from the scientific process. “I love Science.” “This data set makes me happy.” “Failure is not an option.” “I wanted better data.” Copyright © 2010 Ryan P. Murphy

Science is a systematic attempt to get around human limitations. Science tries to remove personal experience from the scientific process. “I love Science.” “This data set makes me happy.” “Failure is not an option.” “I wanted better data.” Copyright © 2010 Ryan P. Murphy

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

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

Do not end science writing with the words “The End 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 personal pronouns. Copyright © 2010 Ryan P. Murphy

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

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 of the table passed and contributed one item. Copyright © 2010 Ryan P. Murphy

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

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

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

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

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

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 Copyright © 2010 Ryan P. Murphy

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

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

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

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

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 Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy

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.

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.

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

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

Branches of Science… How many branches of science do you know. - Copyright © 2010 Ryan P. Murphy

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

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

Every Branch uses the Scientific Method! 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 Every Branch uses the Scientific Method!

Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy

Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy

Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy

Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy

Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy

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 page when done. Copyright © 2010 Ryan P. Murphy

the independent variable Observe Add to background information Form a new Hypothesis Create an experiment with a control group and experimental group. Analyze the data Collect data Support hypothesis Reject hypothesis Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Repeat experiment Do something With the findings. Copyright © 2010 Ryan P. Murphy

Observe and question Copyright © 2010 Ryan P. Murphy

Collect background information Observe Collect background information Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy

Observe Collect background information Form a Hypothesis

Observe Collect background information Form a Hypothesis Create an experiment with a control group and experimental group.

Collect background information Form a Hypothesis Observe Collect background information Form a Hypothesis Create an experiment with a control group and experimental group. Collect data Copyright © 2010 Ryan P. Murphy

Collect background information Form a Hypothesis Observe Collect background information Form a Hypothesis Create an experiment with a control group and experimental group. Analyze the data Collect data Copyright © 2010 Ryan P. Murphy

Collect background information Form a Hypothesis Observe Collect background information Form a Hypothesis Create an experiment with a control group and experimental group. Analyze the data Collect data Reject hypothesis Copyright © 2010 Ryan P. Murphy

Collect background information Form a new Hypothesis Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Analyze the data Collect data Reject hypothesis Copyright © 2010 Ryan P. Murphy

Collect background information Form a new Hypothesis Observe Collect background information Form a new Hypothesis Create a new experiment with a control group and experimental group. Analyze the data Collect data Reject hypothesis Copyright © 2010 Ryan P. Murphy

Collect background information Form a new Hypothesis Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Analyze the data Collect data Support hypothesis Reject hypothesis Copyright © 2010 Ryan P. Murphy

Collect background information Form a new Hypothesis Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Analyze the data Collect data Support hypothesis Reject hypothesis Repeat experiment Copyright © 2010 Ryan P. Murphy

Collect background information Form a new Hypothesis Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Analyze the data Collect data Support hypothesis Reject hypothesis Repeat experiment Copyright © 2010 Ryan P. Murphy

Collect background information Form a new Hypothesis Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Analyze the data Collect data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Copyright © 2010 Ryan P. Murphy

Add to background information Form a new Hypothesis Observe Add to background information Form a new Hypothesis Create an experiment with a control group and experimental group. Analyze the data Collect data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Copyright © 2010 Ryan P. Murphy

the independent variable Observe Add to background information Form a new Hypothesis Create an experiment with a control group and experimental group. Analyze the data Collect data Support hypothesis Reject hypothesis Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Repeat experiment Do something With the findings. Copyright © 2010 Ryan P. Murphy

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 much you studied, effort, etc.)

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).

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.

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 except for the independent variable

Height, number of leaves, flowers, etc 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.

Height, number of leaves, flowers, etc 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.

Height, number of leaves, flowers, etc 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.

Height, number of leaves, flowers, etc 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.

Height, number of leaves, flowers, etc 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.

Height, number of leaves, flowers, etc 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.

Height, number of leaves, flowers, etc 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.

Height, number of leaves, flowers, etc 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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

A student wants to find out what minerals melt ice the fastest 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.

A student wants to find out what minerals melt ice the fastest 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.

A student wants to find out what minerals melt ice the fastest 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.

A student wants to find out what minerals melt ice the fastest 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.

A student wants to find out what minerals melt ice the fastest 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.

A student wants to find out what minerals melt ice the fastest 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.

A student wants to find out what minerals melt ice the fastest 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.

A student wants to find out what minerals melt ice the fastest 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.

A student wants to find out what minerals melt ice the fastest 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.

A student wants to find out what minerals melt ice the fastest 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.

A student wants to find out what minerals melt ice the fastest 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.

A student wants to find out what minerals melt ice the fastest 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.

A student wants to find out what minerals melt ice the fastest 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.

Problem? = What minerals melt ice quickly? 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

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).

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).

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).

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).

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).

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).

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).

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).

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).

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).

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).

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).

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).

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Observation – Anything you can see, hear, smell, touch, taste, (Using your senses). Copyright © 2010 Ryan P. Murphy

Observation Basics. Our perceptions are not photographs, they are constructions - something that our minds manufacture. What we perceive is partially determined by what we know or believe. Constructive perception has survival value - it helps us make sense of the world. So, seeing is not necessarily believing. USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy

Observation Basics. Our perceptions are not photographs, they are constructions - something that our minds manufacture. What we perceive is partially determined by what we know or believe. Constructive perception has survival value - it helps us make sense of the world. So, seeing is not necessarily believing. USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy

Observation Basics. Our perceptions are not photographs, they are constructions - something that our minds manufacture. What we perceive is partially determined by what we know or believe. Constructive perception has survival value - it helps us make sense of the world. So, seeing is not necessarily believing. USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy

Observation Basics. Our perceptions are not photographs, they are constructions - something that our minds manufacture. What we perceive is partially determined by what we know or believe. Constructive perception has survival value - it helps us make sense of the world. So, seeing is not necessarily believing. USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy

Observation Basics. Our perceptions are not photographs, they are constructions - something that our minds manufacture. What we perceive is partially determined by what we know or believe. Constructive perception has survival value - it helps us make sense of the world. So, seeing is not necessarily believing. USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy

Observation Basics. Our perceptions are not photographs, they are constructions - something that our minds manufacture. What we perceive is partially determined by what we know or believe. Constructive perception has survival value - it helps us make sense of the world. So, seeing is not necessarily believing. USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy

Do these red lines bend?

Do these red lines bend? NO

Are these wheels moving?

Are these wheels moving? NO

Please write down the phrase that you will see on the next slide Please write down the phrase that you will see on the next slide? You get just a second. Copyright © 2010 Ryan P. Murphy

Mary had had a little lamb Copyright © 2010 Ryan P. Murphy

“Write down what it said in your journal?” Copyright © 2010 Ryan P. Murphy

“Did your brain act faster than your eyes?” Copyright © 2010 Ryan P. Murphy

Mary had had a little lamb Copyright © 2010 Ryan P. Murphy

Mary had had a little lamb Copyright © 2010 Ryan P. Murphy

Mary had had a little lamb Copyright © 2010 Ryan P. Murphy

Our brains are programmed for normal right side-up.

Our brains are programmed for normal right side-up. I will flip this picture and you will see.

that plays with perception 3-D Pavement Art Extremely neat art that plays with perception

On the next series of slides. Say the color of the words below. (Not the actual words) Try to do it as fast as you can. Is it difficult? Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Repeat! See if it is easier upside down. On the next series of slides. Say the color of the words below. (Not the actual words) Try to do it as fast as you can. Is it difficult? Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Can you see the mans face?

Please record what you see beneath this box. Copyright © 2010 Ryan P. Murphy

Answer! The white marks say the word LIFT. Copyright © 2010 Ryan P. Murphy

L I F T Answer! The white marks say the word LIFT. Copyright © 2010 Ryan P. Murphy

Observation Basics. Our perceptions are not photographs, they are constructions - something that our minds manufacture. What we perceive is partially determined by what we know or believe. Constructive perception has survival value - it helps us make sense of the world. So, seeing is not necessarily believing. USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy

Observation Basics. Our perceptions are not photographs, they are constructions - something that our minds manufacture. What we perceive is partially determined by what we know or believe. Constructive perception has survival value - it helps us make sense of the world. So, seeing is not necessarily believing. USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy

Inference: A conclusion based on your observations. Copyright © 2010 Ryan P. Murphy

Raise your hand when you think you know the picture beneath the boxes. You only get one guess. Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Let’s Play…I’m thinking of a person in this classroom… Yes/No Questions only. You are allowed 4 questions and then need to make an inference. Copyright © 2010 Ryan P. Murphy

Activity! How well do you observe the world around you. Copyright © 2010 Ryan P. Murphy

Activity! How well do you observe the world around you. Observe each scene for 1 minute and then answer some questions afterward. Copyright © 2010 Ryan P. Murphy

Questions about the previous scene. Copyright © 2010 Ryan P. Murphy

Questions for the street scene. How many vehicles were driving? Two were driving, two were parked Copyright © 2010 Ryan P. Murphy

Questions for the street scene. How many vehicles were driving? Two were driving, two were parked. Copyright © 2010 Ryan P. Murphy

Questions for the street scene. What type of vehicles were they? Copyright © 2010 Ryan P. Murphy

Questions for the street scene. What type of vehicles were they? Utility van with no labels and small 4 door SUV. Copyright © 2010 Ryan P. Murphy

Questions for the street scene. What colors were they? Copyright © 2010 Ryan P. Murphy

Questions for the street scene. What colors were they? Utility van was white, SUV was dark blue with no license plate on the front. Copyright © 2010 Ryan P. Murphy

Questions for the street scene. Was it raining? Copyright © 2010 Ryan P. Murphy

Questions for the street scene. Was it raining? Answer: No. But the SUV’s wipers were on, conditions were overcast and the SUV could have just possibly come from the rain or driven through a sprinkler. Copyright © 2010 Ryan P. Murphy

Questions for the street scene. What was the speed limit? Copyright © 2010 Ryan P. Murphy

Questions for the street scene. What was the speed limit? 35 mph What country is this picture in? Copyright © 2010 Ryan P. Murphy

Questions for the street scene. What was the speed limit? 35 mph What country is this picture in? The United States most likely because 35 mph is not Metric. The U.S. is one of the few countries to use the Old English System. Copyright © 2010 Ryan P. Murphy

Questions for the street scene. How many witnesses were there, what were they doing? Copyright © 2010 Ryan P. Murphy

Questions for the street scene. How many witnesses were there, what were they doing? One witness, he was mowing the lawn. Copyright © 2010 Ryan P. Murphy

Questions for the street scene. What season was it? Copyright © 2010 Ryan P. Murphy

Questions for the street scene. What season was it? Summer, the leaves were well established and green. Copyright © 2010 Ryan P. Murphy

Questions for the street scene. Two were driving, two were parked. Utility van with no labels and small 4 door SUV. Utility van was white, SUV was dark blue with no license plate on the front. It was not raining. 35 mph (No Metric here, must be in the US) One witness, he was mowing the lawn. Summer, the leaves were well established and green. Copyright © 2010 Ryan P. Murphy

Questions about the previous scene. Copyright © 2010 Ryan P. Murphy

Question about the backyard scene? What was the color of the roof of the shed? Copyright © 2010 Ryan P. Murphy

What color was the roof? Answer: You can’t tell from the photograph. In this area of the country the roofs are dark colored shingles so that’s what we construct in our head. Copyright © 2010 Ryan P. Murphy

If we lived in the Slovenia, Germany , our constructions would be different as the rooftops here are all orange. Copyright © 2010 Ryan P. Murphy

Activity! How well do you observe the world around you. Observe each scene for 30 seconds and then answer some questions afterward. Copyright © 2010 Ryan P. Murphy

Questions about the previous scene. Copyright © 2010 Ryan P. Murphy

Is this a picture of a boys room or girls room? Why?

? Is this a picture of a boys room or girls room? Why?

Questions about the previous scene. Copyright © 2010 Ryan P. Murphy

What color was the sky?

What color was the sky?

Which of the following roadways were shown? B.) 74, 39, 901, C.) 73, 29, 601 D.) 74, 28, 602 E.) None of the above

Which of the following roadways were shown? B.) 74, 39, 901, C.) 73, 29, 601 D.) 74, 28, 602 E.) None of the above

Which of the following roadways were shown? B.) 74, 39, 901, C.) 73, 29, 601 D.) 74, 28, 602 E.) None of the above

Questions about the previous scene. Copyright © 2010 Ryan P. Murphy

Questions about the street scene? What type of location are the people at? Copyright © 2010 Ryan P. Murphy

Questions about the street scene? Airport, Train Station, Bus Station? What type of location are the people at? Airport, Train Station, Bus Station? Copyright © 2010 Ryan P. Murphy

Questions about the street scene? Describe the person who walked away with someone else’s green suitcase. Copyright © 2010 Ryan P. Murphy

Questions about the street scene? Describe the person who walked away with someone else’s green suitcase. Male, 5’8” Black Hair, Red short sleeved shirt and blue jeans and wearing a backpack. Copyright © 2010 Ryan P. Murphy

Questions about the previous scene. Copyright © 2010 Ryan P. Murphy

What is this a picture of? Copyright © 2010 Ryan P. Murphy

What is this a picture of? A women (adult) with blonde hair, maroon shirt and wearing eyeglasses. Copyright © 2010 Ryan P. Murphy

Questions for the ocean scene? Specifically, where was this photo taken? Copyright © 2010 Ryan P. Murphy

Questions for the ocean scene? Specifically, where was this photo taken? Picture taken by passenger on a bus or train (tinted windows). Image is of a women sitting by the window seat. No smoking sign can be seen in the reflection. Her left arm is against her cheek. Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Questions about the previous scene. Copyright © 2010 Ryan P. Murphy

What is the grand opening for? Hint- You have all most likely been there. Copyright © 2010 Ryan P. Murphy

Path of Travel

I hypothesize that a condiment station is next to this wall.

Questions about the grand opening. What is the grand opening for? This is most likely a McDonalds (Red and Yellow color scheme) or another fast food chain. McDonalds Copyright © 2010 Ryan P. Murphy

Questions about the grand opening. What is the grand opening for? This is most likely a McDonalds (Red and Yellow color scheme) or another fast food chain. You can see the illuminated value menus in the upper right hand corner, McDonalds Copyright © 2010 Ryan P. Murphy

Questions about the grand opening. What is the grand opening for? This is most likely a McDonalds (Red and Yellow color scheme) or another fast food chain. You can see the illuminated value menus in the upper right hand corner, and the Coca-Cola drink dispenser on the left. McDonalds Copyright © 2010 Ryan P. Murphy

Questions about the grand opening. What is the grand opening for? This is most likely a McDonalds (Red and Yellow color scheme) or another fast food chain. You can see the illuminated value menus in the upper right hand corner, and the Coca-Cola drink dispenser on the left. Coca-Cola is affiliated with the McDonalds Corporation. McDonalds Copyright © 2010 Ryan P. Murphy

Questions about the previous scene. Copyright © 2010 Ryan P. Murphy

Where is this? Copyright © 2010 Ryan P. Murphy

Where is this? A place of worship. Copyright © 2010 Ryan P. Murphy

Hypothesis: An educated guess to your problem / question that is testable. Copyright © 2010 Ryan P. Murphy

Activity! Observe a cookie