Writing Hypotheses With Variables
RED SLIDE: These are notes that are very important and should be recorded in your science journal.
-Nice neat notes that are legible and use indentations when appropriate. .
-Nice neat notes that are legible and use indentations when appropriate. -Example of indent.
-Nice neat notes that are legible and use indentations when appropriate. -Example of indent. -Skip a line between topics
-Nice neat notes that are legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages
-Nice neat notes that are legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn.
-Nice neat notes that are legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn.
First Name, Last Name Science and Section
First Name, Last Name Science, and Section
First Name, Last Name Science and Section Treat this journal with care and respect. It will be very helpful for the bundled homework package.
First Name, Last Name Science and Section
Your journal is your responsibility Your journal is your responsibility. If it becomes lost or damaged it will significantly reduce your grade. First Name, Last Name Science and Section
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.
Keep an eye out for “The-Owl” and raise your hand as soon as you see him. He will be hiding somewhere in the slideshow
“Hoot, Hoot” “Good Luck!” Keep an eye out for “The-Owl” and raise your hand as soon as you see him. He will be hiding somewhere in the slideshow “Hoot, Hoot” “Good Luck!”
SKILLS PRACTICE - Developing a Hypothesis The day after a picnic, you look into the cooler. All of yesterday’s ice has turned to water. Only two beverages are left. A can of diet soda is floating at the surface. A can of regular soda is resting at the bottom.
Write A Hypothesis in the “if/then” Format
Area of Focus: Scientific Method.
Area of Focus: Scientific Method.
Area of Focus: Observation, Inferences, and the Scientific Method.
Area of Focus: Observation, Inferences, and the Scientific Method.
Area of Focus: Observation, Inferences, and the Scientific Method.
Focus: Scientific Method.
What is science?
Science is… 1. - 2. – 3. -
1. A study of natural phenomenon.
1. A study of natural phenomenon. Did you see something?
1. A study of natural phenomenon. “Hoot Hoot”
2. A systematic study and method.
2. A systematic study and method.
2. A systematic study and method.
2. A systematic study and method.
2. A systematic study and method.
2. A systematic study and method.
2. A systematic study and method.
2. A systematic study and method.
3. Knowledge through experience.
In your notes, please set up the data table below. Type of Soda Sodium (mg) Calories Sugar (gr) Mass (g) Volume (mL) Density (g/mL) Coke 235 Diet Coke 217
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. “I love Science
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
“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.”
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.”
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.”
TRY AND WRITE WITHOUT PERSONAL PRONOUNS. DO NOT USE…I, me, you, he, she, we, you, they, them, theirs, names, etc.
TRY AND WRITE WITHOUT PERSONAL PRONOUNS. DO NOT USE…I, me, you, he, she, we, you, they, them, theirs, names, etc.
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.
Activity! Please pass three items around the table three times. Then write about your experience without using any personal pronouns.
Activity! Please pass three items around the table three times. Then write about your experience without using any personal pronouns.
How the paragraph could have been written.
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.
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.
Activity! Find the personal pronouns in this poorly written example. Our table group was asked to pass three items around.
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.
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.
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.
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.
Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement Medicine: the science concerned with maintaining health and restoring it by treating disease Meteorology: study of the atmosphere that focuses on weather processes and forecasting Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals Molecular Biology: the study of biology at a molecular level. Nuclear Physics: the branch of physics concerned with the nucleus of the atom Neurology: the branch of medicine dealing with the nervous system and its disorders Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes
Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon-containing compounds Ornithology: the study of birds Paleontology: the study of life-forms existing in former geological time periods Petrology: the geological and chemical study of rocks Physics: the study of the behavior and properties of matter Physiology: the study of the mechanical, physical, and biochemical functions of living organisms Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes Seismology: the study of earthquakes and the movement of waves through the Earth Taxonomy: the science of classification of animals and plants Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes Zoology: the study of animals
Aerodynamics: the study of the motion of gas on objects and the forces created Anatomy: the study of the structure and organization of living things Anthropology: the study of human cultures both past and present Archaeology: the study of the material remains of cultures Astronomy: the study of celestial objects in the universe Astrophysics: the study of the physics of the universe Bacteriology: the study of bacteria in relation to disease Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms Biophysics: the application of theories and methods of the physical sciences to questions of biology Biology: the science that studies living organisms Botany: the scientific study of plant life Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms Chemistry: the science of matter and its interactions with energy and itself Climatology: the study of climates and investigations of its phenomena and causes Computer Science: the systematic study of computing systems and computation Ecology: the study of how organisms interact with each other and their environment Electronics: science and technology of electronic phenomena Engineering: the practical application of science to commerce or industry Entomology: the study of insects Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment Forestry: the science of studying and managing forests and plantations, and related natural resources Genetics: the science of genes, heredity, and the variation of organisms Geology: the science of the Earth, its structure, and history Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement Medicine: the science concerned with maintaining health and restoring it by treating disease Meteorology: study of the atmosphere that focuses on weather processes and forecasting Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals Molecular Biology: the study of biology at a molecular level. Nuclear Physics: the branch of physics concerned with the nucleus of the atom Neurology: the branch of medicine dealing with the nervous system and its disorders Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon-containing compounds Ornithology: the study of birds Paleontology: the study of life-forms existing in former geological time periods Petrology: the geological and chemical study of rocks Physics: the study of the behavior and properties of matter Physiology: the study of the mechanical, physical, and biochemical functions of living organisms Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes Seismology: the study of earthquakes and the movement of waves through the Earth Taxonomy: the science of classification of animals and plants Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes Zoology: the study of animals
They all use the Scientific Method Aerodynamics: the study of the motion of gas on objects and the forces created Anatomy: the study of the structure and organization of living things Anthropology: the study of human cultures both past and present Archaeology: the study of the material remains of cultures Astronomy: the study of celestial objects in the universe Astrophysics: the study of the physics of the universe Bacteriology: the study of bacteria in relation to disease Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms Biophysics: the application of theories and methods of the physical sciences to questions of biology Biology: the science that studies living organisms Botany: the scientific study of plant life Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms Chemistry: the science of matter and its interactions with energy and itself Climatology: the study of climates and investigations of its phenomena and causes Computer Science: the systematic study of computing systems and computation Ecology: the study of how organisms interact with each other and their environment Electronics: science and technology of electronic phenomena Engineering: the practical application of science to commerce or industry Entomology: the study of insects Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment Forestry: the science of studying and managing forests and plantations, and related natural resources Genetics: the science of genes, heredity, and the variation of organisms Geology: the science of the Earth, its structure, and history Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement Medicine: the science concerned with maintaining health and restoring it by treating disease Meteorology: study of the atmosphere that focuses on weather processes and forecasting Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals Molecular Biology: the study of biology at a molecular level. Nuclear Physics: the branch of physics concerned with the nucleus of the atom Neurology: the branch of medicine dealing with the nervous system and its disorders Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon-containing compounds Ornithology: the study of birds Paleontology: the study of life-forms existing in former geological time periods Petrology: the geological and chemical study of rocks Physics: the study of the behavior and properties of matter Physiology: the study of the mechanical, physical, and biochemical functions of living organisms Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes Seismology: the study of earthquakes and the movement of waves through the Earth Taxonomy: the science of classification of animals and plants Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes Zoology: the study of animals They all use the Scientific Method
Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting).
Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting).
Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting).
Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting).
Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting).
Activity! Sketching out the scientific method.
Activity! Sketching out the scientific method. This requires a full page and will look like the example on the next page when done.
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
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.
Observe Collect background information Form a Hypothesis Create an experiment with a control group and experimental group. Collect data
Observe Collect background information Form a Hypothesis Create an experiment with a control group and experimental group. Analyze the data Collect data
Observe Collect background information Form a Hypothesis Create an experiment with a control group and experimental group. Analyze the data Collect data Reject 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
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
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
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
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
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.
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.
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.
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.
the independent variable Learn more about the scientific method: http://teacher.nsrl.rochester.edu/phy_labs/appendixe/appendixe.html 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.
Experiments search for cause and effect relationships in nature.
Experiments search for cause and effect relationships in nature. These changing quantities are called variables.
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.
Everything is exactly the same except for the independent variable 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.
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
Observation – Anything you can see, hear, smell, touch, taste, (Using your senses).
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!
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!
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!
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!
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!
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!
Do these red lines bend?
Do these red lines bend? NO
Inference: A conclusion based on your observations.
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.
Questions for the street scene. How many vehicles were driving? Two were driving, two were parked
Questions for the street scene. How many vehicles were driving? Two were driving, two were parked.
Questions for the street scene. What type of vehicles were they?
Questions for the street scene. What type of vehicles were they? Utility van with no labels and small 4 door SUV.
Questions for the street scene. What colors were they?
Questions for the street scene. What colors were they? Utility van was white, SUV was dark blue with no license plate on the front.
Questions for the street scene. Was it raining?
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.
Questions for the street scene. What was the speed limit?
Questions for the street scene. What was the speed limit? 35 mph What country is this picture in?
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.
Questions for the street scene. How many witnesses were there, what were they doing?
Questions for the street scene. How many witnesses were there, what were they doing? One witness, he was mowing the lawn.
Questions for the street scene. What season was it?
Questions for the street scene. What season was it? Summer, the leaves were well established and green.
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.
Who is in this picture? Where? Copyright © 2010 Ryan P. Murphy
“Never conclude a lab report with…”
“The End.”