2. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 The Nature of Science Objectives Describe the main branches of natural science and relate them to each other. Describe the relationship between science and technology. Distinguish between scientific laws and scientific theories. Explain the roles of models and mathematics in scientific theories and laws. Chapter 1

3. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu How Does Science Take Place? Scientists investigate. Scientists plan experiments. Scientists observe. Scientists always test the results. Section 1 The Nature of Science Chapter 1

4. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu How Does Science Take Place? continued Science has many branches. Biological science is the science of living things. Physical science is the science of matter and energy. Earth science is the science of the Earth, the atmosphere, and weather. Science is the knowledge obtained by observing natural events and conditions in order to discover facts and formulate laws or principles that can be verified or tested. Section 1 The Nature of Science Chapter 1

5. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Natural Science Section 1 The Nature of Science Chapter 1

6. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Biology Section 1 The Nature of Science Chapter 1

7. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Physics Section 1 The Nature of Science Chapter 1

8. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Earth Sciences Section 1 The Nature of Science Chapter 1

9. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu How Does Science Take Place? continued Science and technology work together. Some scientists practice pure science defined as the continuing search for scientific knowledge. Some scientists and engineers practice applied science defined as the search for ways to use scientific knowledge for practical applications. Technology is the application of science for practical purposes. Section 1 The Nature of Science Chapter 1

10. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Scientific Laws and Theories Laws and theories are supported by experimental results. Scientific theories are always being questioned and examined. To be valid, a theory must: explain observations be repeatable be predictable Section 1 The Nature of Science Chapter 1

11. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Scientific Laws and Theories, continued Scientific law a summary of many experimental results and observations; a law tells how things work Scientific theory an explanation for some phenomenon that is based on observation, experimentation, and reasoning Section 1 The Nature of Science Chapter 1

12. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Comparing Theories and Laws Section 1 The Nature of Science Chapter 1

13. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Scientific Laws and Theories, continued Mathematics can describe physical events. A qualitative statement describes something with words. A quantitative statement describes something with mathematical equations. Section 1 The Nature of Science Chapter 1

14. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Scientific Laws and Theories, continued Theories and laws are always being tested. Models can represent physical events. A model is a representation of an object or event that can be studied to understand the real object or event. Scientists use physical and computer models to study objects and events. Section 1 The Nature of Science Chapter 1

15. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Wanted Elements Project Physical Science Project “Wanted” Elements Name: _____________________________ Date: ______________________________ Period: _____________________________ Your assigned Element: ___________________ DUE DATE: __________________ DIRECTIONS: Create a “wanted poster” for your assigned element. INCLUDE: ½ poster board in size MUGSHOT: picture of your element FINGERPRINT: chemical structure of your element (Bohr model) NAME: name of element plus include any known aliases (Latin, Greek, Russian, etc…) HEIGHT: atomic radius WEIGHT: atomic mass DISTINGUISHING CHARACTERISTICS: ‘characteristics’ of your element (minimum of 5) DANGERS: why is it “wanted” (why is it dangerous) AMOUNT OF REWARD: cost of element ($$$) OTHER: any other information that you think might be important for the “capture” of your element PRISONER NUMBER: atomic number CAPTURED BY: who gets credit for the discovery of the element and what date it was discovered on. REFERENCES: Cite your references on the back of your poster. If you use a website(s), cite the actual site you use to obtain the information, not simply www.google.com.www.google.com

16. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Atomic Model for Helium

17. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Models Section 1 The Nature of Science Chapter 1

18. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Physical, Mathematical, and Conceptual Models Section 1 The Nature of Science Chapter 1

19. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 The Way Science Works Objectives Understand how to use critical thinking skills to solve problems. Describe the steps of the scientific method. Know some of the tools scientists use to investigate nature. Explain the objective of a consistent system of units, and identify the SI units for length, mass, and time. Identify what each common SI prefix represents, and convert measurements. Chapter 1

20. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Science Skills Critical Thinking Scientists approach a problem by thinking logically. Critical thinking is the ability and willingness to assess claims critically and to make judgments on the basis of objective and supported reasons. Section 2 The Way Science Works Chapter 1

21. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Science Skills, continued Using the scientific method The scientific method is a general description of scientific thinking rather than an exact path for scientists to follow. Scientific method a series of steps followed to solve problems including collecting data, formulating a hypothesis, testing the hypothesis, and stating conclusions Section 2 The Way Science Works Chapter 1

22. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Science Skills, continued Testing hypotheses Scientists test a hypothesis by doing a controlled experiment. In a controlled experiment, all the factors that could affect the experiment are kept constant except for one change. Hypothesis a possible explanation or answer that can be tested Variable a factor that changes in an experiment in order to test a hypothesis Section 2 The Way Science Works Chapter 1

23. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Hypothesis Section 2 The Way Science Works Chapter 1

24. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Science Skills, continued Conducting experiments No experiment is a failure The results of every experiment can be used to revise the hypothesis or plan tests of a different variable. Section 2 The Way Science Works Chapter 1

25. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Science Skills, continued Using scientific tools There are many tools used by scientists for making observations, including microscopes telescopes spectroscopes particle accelerators computers Section 2 The Way Science Works Chapter 1

26. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Spectroscopes A tool used to break light into a rainbow-like spectrum

27. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Particle Accelerator A tool used to find information on the structure of an atom. Works by smashing atomic particles and observing the resulting collisions.

28. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Units of Measurement SI units are used for consistency. Scientists use the International System of Units (SI) worldwide. This makes sharing results easier. Section 2 The Way Science Works Chapter 1

29. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu SI (Le Système Internationale d’Unités) Section 2 The Way Science Works Chapter 1

30. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Units of Measurement, continued SI prefixes are for very large and very small measurements. The table below shows SI prefixes for large measurements. Section 2 The Way Science Works Chapter 1

31. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Units of Measurement, continued The table below shows SI prefixes for small measurements. Section 2 The Way Science Works Chapter 1

32. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Math Skills Conversions A roll of copper wire contains 15 m of wire. What is the length of the wire in centimeters? 1. List the given and unknown values. Given: length in meters, l = 15 m Unknown: length in centimeters = ? cm Section 2 The Way Science Works Chapter 1

33. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Math Skills 2. Determine the relationship between units. Looking at the table of prefixes used for small measurements, you can find that 1 cm = 0.01 m. This also means that 1 m = 100 cm. You will multiply because you are converting from a larger unit (meters) to a smaller unit (centimeters) 3. Write the equation for the conversion. length in cm = m  Section 2 The Way Science Works Chapter 1

34. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Math Skills length in cm = 1500 cm 4. Insert the known values into the equation, and solve. length in cm = 15 m  Section 2 The Way Science Works Chapter 1

35. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Units of Measurement, continued Making measurements Many observations rely on quantitative measurements. Length a measure of the straight-line distance between two points Mass a measure of the amount of matter in an object Volume a measure of the size of a body or region in three-dimensional space Weight a measure of the gravitational force exerted on an object Section 2 The Way Science Works Chapter 1

36. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Volume Section 2 The Way Science Works Chapter 1

37. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Organizing Data Objectives Interpret line graphs, bar graphs, and pie charts. Use scientific notation and significant figures in problem solving. Identify the significant figures in calculations. Understand the difference between precision and accuracy. Chapter 1

38. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Presenting Scientific Data Line graphs are best for continuous change. Line graphs are usually made with the x-axis showing the independent variable and the y-axis showing the dependent variable. The values of the dependent variable depend on what happens in the experiment. The values of the independent variable are set before the experiment takes place. Section 3 Organizing Data Chapter 1

39. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Line Graph Section 3 Organizing Data Chapter 1

40. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Presenting Scientific Data, continued Bar graphs compare items. A bar graph is useful for comparing similar data for several individual items or events. A bar graph can make clearer how large or small the differences in individual values are. Section 3 Organizing Data Chapter 1

41. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Bar Graph Section 3 Organizing Data Chapter 1

42. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Presenting Scientific Data, continued Pie charts show parts of a whole. A pie chart is ideal for displaying data that are parts of a whole. Data in a pie chart is presented as a percent. Section 3 Organizing Data Chapter 1

43. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Writing Numbers in Scientific Notation Scientific notation is a method of expressing a quantity as a number multiplied by 10 to the appropriate power. Some powers of 10 and their decimal equivalents are shown below. 10 3 = 1000 10 2 = 100 10 1 = 10 10 0 = 1 10 -1 = 0.1 10 -2 = 0.01 10 -3 = 0.001 Section 3 Organizing Data Chapter 1

44. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Writing Numbers in Scientific Notation, continued Using scientific notation When you use scientific notation in calculations, you follow the math rules for powers of 10. When you multiply two values in scientific notation, you add the powers of 10. When you divide, you subtract the powers of 10. Section 3 Organizing Data Chapter 1

45. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Math Skills Writing Scientific Notation The adult human heart pumps about 18 000 L of blood each day. Write this value in scientific notation. 1. List the given and unknown values. Given: volume, V = 18 000 L Unknown: volume, V = ? x 10 ? L Section 3 Organizing Data Chapter 1

46. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Math Skills, continued 2. Write the form for scientific notation. V = ? x 10 ? L 3. Insert the known values into the form, and solve. First find the largest power of 10 that will divide into the known value and leave one digit before the decimal point. You get 1.8 if you divide 10 000 into 18 000 L. So, 18 000 L can be written as (1.8 x 10 000) L Section 3 Organizing Data Chapter 1

47. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Math Skills, continued Then write 10 000 as a power of 10. Because 10 000 = 10 4, you can write 18 000 L as 1.8 x 10 4 L. Section 3 Organizing Data Chapter 1 V = 1.8 x 10 4 L

48. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Scientific Notation Section 3 Organizing Data Chapter 1

49. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Math Skills Using Scientific Notation Your state plans to buy a rectangular tract of land measuring 5.36 x 10 3 m by 1.38 x 10 4 m to establish a nature preserve. What is the area of this tract in square meters? 1. List the given and unknown values. Given: length, l = 1.38 x 10 4 m width, w = 5.36 x 10 3 m Unknown: area, A = ? m 2 Section 3 Organizing Data Chapter 1

50. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Math Skills, continued 2. Write the equation for area. A = l  w 3. Insert the known values into the equation, and solve. A = (1.38  10 4 m) (5.36  10 3 m) Regroup the values and units as follows. A = (1.38  5.36) (10 4  10 3 ) (m  m) When multiplying, add the powers of 10. A = (1.38  5.35) (10 4+3 ) (m  m) A = 7.3968  10 7 m 2 A = 7.40  10 7 m 2 Section 3 Organizing Data Chapter 1

51. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Using Significant Figures Precision and accuracy Precision the exactness of a measurement Accuracy a description of how close a measurement is to the true value of the quantity measured Significant figure a prescribed decimal place that determines the amount of rounding off to be done based on the precision of the measurement Section 3 Organizing Data Chapter 1

52. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Accuracy and Precision, part 1 Section 3 Organizing Data Chapter 1

53. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Accuracy and Precision, part 2 Section 3 Organizing Data Chapter 1

54. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Accuracy and Precision Section 3 Organizing Data Chapter 1

55. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Using Significant Figures, continued When you use measurements in calculations, the answer is only as precise as the least precise measurement used in the calculation. The measurement with the fewest significant figures determines the number of significant figures that can be used in the answer. Section 3 Organizing Data Chapter 1

56. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Math Skills Significant Figures Calculate the volume of a room that is 3.125 m high, 4.25 m wide, and 5.75 m long. Write the answer with the correct number of significant figures. 1. List the given and unknown values. Given: length, l = 5.75 m width, w = 4.25 m height, h = 3.125 m Unknown: Volume, V = ? m 3 Section 3 Organizing Data Chapter 1

57. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Math Skills, continued 2. Write the equation for volume. V = l  w  h 3. Insert the known values into the equation, and solve. V = 5.75 m  4.25 m  3.125 m V = 76.367 1875 m 3 The answer should have three significant figures, because the value with the smallest number of significant figures has three significant figures. Section 3 Organizing Data Chapter 1 V = 76.4 m 3

58. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Significant Figures Section 3 Organizing Data Chapter 1

59. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Concept Mapping Section 3 Organizing Data Chapter 1

60. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Understanding Concepts 1. During a storm, rainwater depth is measured every 15 minutes. Which of these terms describes the depth of the water? A.controlled variable B.dependent variable C.independent variable D.significant variable Standardized Test Prep Chapter 1

61. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Understanding Concepts, continued 1. During a storm, rainwater depth is measured every 15 minutes. Which of these terms describes the depth of the water? A.controlled variable B.dependent variable C.independent variable D.significant variable Standardized Test Prep Chapter 1

62. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Understanding Concepts, continued 2. Why were scientists unable to form a theory that diseases are caused by bacteria before the late fifteenth century? F.No on tried to understand the cause of disease until then. G.Earlier scientists were not intelligent enough to understand the existence of bacteria. H.The existence of microbes could not be discovered until the technology to make high-quality lenses had been developed. I.Doctors believed they understood the disease process, so they would not accept new ideas about the causes. Standardized Test Prep Chapter 1

63. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Understanding Concepts, continued 2. Why were scientists unable to form a theory that diseases are caused by bacteria before the late fifteenth century? F.No on tried to understand the cause of disease until then. G.Earlier scientists were not intelligent enough to understand the existence of bacteria. H.The existence of microbes could not be discovered until the technology to make high-quality lenses had been developed. I.Doctors believed they understood the disease process, so they would not accept new ideas about the causes. Standardized Test Prep Chapter 1

64. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Understanding Concepts, continued 3. What is a scientific theory? A.A theory is a guess as to what will happen. B.A theory is a summary of a scientific fact based on observations. C.A theory is an explanation of how a process works based on observations. D.A theory describes a process in nature that can be repeated by testing. Standardized Test Prep Chapter 1

65. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Understanding Concepts, continued 3. What is a scientific theory? A.A theory is a guess as to what will happen. B.A theory is a summary of a scientific fact based on observations. C.A theory is an explanation of how a process works based on observations. D.A theory describes a process in nature that can be repeated by testing. Standardized Test Prep Chapter 1

66. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Understanding Concepts, continued 4. When designing a new airplane, experienced pilots use computer simulations to determine how changes from previous designs affect the plane’s handling in flight. What is the advantage of computer simulation over actually building the plane and having pilots test it in actual flight situations? Standardized Test Prep Chapter 1

67. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Understanding Concepts, continued 4. When designing a new airplane, experienced pilots use computer simulations to determine how changes from previous designs affect the plane’s handling in flight. What is the advantage of computer simulation over actually building the plane and having pilots test it in actual flight situations? Answer: The computer simulation provides a model of the new plane so that potential design problems can be corrected without risk to the pilots and without the expense of building an airplane that does not function well. Standardized Test Prep Chapter 1

68. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Reading Skills Two thousand years ago Earth was believed to be unmoving and at the center of the universe. Tthe moon, sun, each of the known planets, and all of the stars were believed to be located on the surfaces of rotating crystal spheres. Motion of the celestial objects could be predicted based on the complex movement of the spheres that had been determined using observations recorded over many years. 5. Demonstrate why this description of the universe was a useful model to ancient astronomers but not to present-day astronomers. Standardized Test Prep Chapter 1

69. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Reading Skills, continued 5. [See previous slide for question.] Answer: It was useful because it could predict motions of objects in the sky. Standardized Test Prep Chapter 1

70. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Interpreting Graphics 6. What is the volume of the gas 40 seconds into the experiment? F.15 mL G.24 mL H.27 mL I.50 mL Standardized Test Prep Chapter 1

71. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Interpreting Graphics, continued 6. What is the volume of the gas 40 seconds into the experiment? F.15 mL G.24 mL H.27 mL I.50 mL Standardized Test Prep Chapter 1