6 th grade scientific Inquiry Lesson 5 1

How do scientists investigate the natural world?  What is scientific Inquiry?  How are experiments designed and conducted?  What are some other types of scientific investigations? 2

 Scientific Inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence they gather. Rachel Carson-water toxinsRosland Franklin-DNA x-raysJane Godall –animal observations 3

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 Questions are an essential part of science. But scientific questions are limited to the natural world.  The objects may be either living or nonliving things.  What makes a question scientific is that it can be answered by observations, or evidence. “What is the relationship between...” “What factors cause...” “What is the effect of...” 5

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 HYPOTHESIS – The The investigator poses the question in such a way that it can be tested.  HYPOTHESIS – The Expected Results. The investigator poses the question in such a way that it can be tested.  Alternative hypothesis -Abbreviated H a.  Null hypothesis – Opposite of the The opposite of the Alternative hypothesis. Stated in terms of " expected results not occurring”. Abbreviated H b.  Null hypothesis – Opposite of the Expected Results. The opposite of the Alternative hypothesis. Stated in terms of " expected results not occurring”. Abbreviated H b.  Try to word each of your hypotheses in the form of an If... then... statement.

 What are the two hypotheses that might answer this question: Why does it take the school bus longer to get to school on a Monday compared to a Friday? 8

Manipulated Response  Independent Is purposely changed to test the hypothesis.  Dependent Changes in response to the independent variable 9  Controlled Consistent

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 An experimental plan is not complete unless the experimenter controls all other variables.  Controlling variables means keeping all conditions the same except for the manipulated variable.  Most common types of variables: time, temperature, length, width, height, mass, volume, number, and kinds of substances being used in the experiment. 11

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 Organize the data into a table or arrange the data in a specific order, such as largest to smallest.  Make a graph of the data.  Look for trends or patterns in the data or graph. 13

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 Refer to the hypothesis for your experiment.  Review the observations in your experiment. Analyze the data.  Determine whether your data support your hypothesis or suggest that it is false.  Consider whether you might plan other experiments to support your conclusion or compare your work with that done by other researchers. 16

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 Complete Lesson 5  Assess Your Understanding pg page 36, 41, 43.  Review and Assessment Page #1-19  Florida Benchmarks Review page 47 #1-7 1 st chance to hand in Chapter 1 Wednesday 2 nd /last chance to hand in Chapter 1 Thursday  Vocabulary Study Sheet 9/5  Vocabulary Quiz on Friday  Back to School Night 9/23 21

An exercise in WRITING PROCEEDURES 22

Which cup of seeds will grow the fastest? The one with less or more competition? 23

24 Plants make their own food using photosynthesis, so they do not compete for food. Plants do compete for: light, water, space and minerals

 Which cup of seeds will grow the fastest? The one with less or more competition? 25

26 Same cup size Same type of seeds Same amount of soil Same type of soil Same amount of water Same amount of light

 The number of seeds competing in each cup 27 Cup #2 Per. __ Group __ Cup #2 Per. __ Group __ Cup #3 Per. __ Group __ Cup #3 Per. __ Group __ Cup #1 Per. __ Group __

 Speed of seedling growth 28

29  If ……….. then………  Alternative hypothesis -, and actually the statement of interest. Abbreviated H a.  Null hypothesis - The opposite of the Alternative. Stated in terms of " expected results not occurring”. Abbreviated H b.

30  3 Cups  Soil  12 Lima bean seeds  Water/ pipette  Light source  Marker  Metric Ruler

31  Label 3 cups- cup #, period, group name  Equal amount of soil into each cup  2 seeds in cup #1  4 seeds in cup #2  6 seeds in cup #3  Equal amount of water in each cup  Equal amount of light exposure  Record seedling growth over a day period by measuring tallest seedling in each cup.

 Data table  Line Graph with 3 lines 32 DateCup#1Cup #2Cup#3 Seedling Growth in cm

 2 nd Chance Chapter 1-Thursday  Last Chance to hand in Chapter 1 Friday  Vocabulary Study Sheet 9/5  Vocabulary Quiz on Friday  Back to School Night 9/23 33 Make-Up Quiz Monday Morning before school or during homeroom

Line Graphing Directions 1. Use the data from the table to choose an appropriate scale. All scales usually start at 0 2. X-axis and Y-axis. Line graphs are used when examining relationships between two types of information. 3. The dependent variable is plotted on the Y-axis and usually measures quantity (percentage, length, liters, etc.). 4. The independent variable is plotted on the X-axis and usually measures time. 5. Locate the points on the graph. Plotting data points “RUN & JUMP” 6. Connect the points with line segments. 7. Include a title and labels on the graph.

Y X TIME MEASURING

Lab Questions:  1) Which plants grew the fastest? Did this support or disprove your hypothesis? Explain.  2) What were some problems we had over the entire course of this lab? How did you resolve them?  3) How could we improve this lab procedure if we repeated the experiment?  4) What is a new question this lab makes you think of? How would you test it? 37

 Last Chance to hand in Chapter 1 Friday  Vocabulary Study Sheet 9/5  Vocabulary Quiz on Friday  Back to School Night 9/23 38 Make-Up Quiz Monday Morning before school or during homeroom