2. Essential Question: What are the steps in the scientific inquiry?

3.  Students will: 1. use the scientific process with all steps to identify, analyze, and solve problems. 2. use the appropriate tools and organize data.

4. 5 – I can even teach someone 4 - I understand 3 - I need more practice 2 - I need help 1 – I can’t …

5.  Suppose you have a few plants growing outside. When the weather starts getting colder, you bring one of the plants indoors. You notice that the plant you brought indoors is growing faster than the others are growing. You cannot conclude from your observation that the change in temperature was the cause of the increased plant growth, because there are alternative explanations for the observation. What are some possible explanations?

6.  The humidity indoors caused the plant to grow faster.  The level of sunlight indoors caused the plant to grow faster.  The indoor plant’s being noticed more often and watered more often than the outdoor plants caused it to grow faster.  The plant that was brought indoors was healthier than the other plants to begin with.

7. After making observations and inferences, it is time to investigate. The Scientific Inquiry involves a series of steps that are used to investigate a natural occurrence.

8. 5 – I can even teach someone 4 - I understand 3 - I need more practice 2 - I need help 1 – I can’t …

9. Problem/Question Research Formulate a Hypothesis Experiment Collect and Analyze Results Conclusion

10. Problem/Question Problem/Question: Make observations and develop a question or problem that can be solved through experimentation.

11. Collect Information/Research Collect Information/Research: Research your topic of interest.

12. Formulate a Hypothesis Formulate a Hypothesis: Predict a possible answer to the problem or question. Example: If soil temperatures rise, then plant growth will increase.

13. Test the hypothesis (Experiment) Test the hypothesis (Experiment): Develop and follow a procedure. Modify the procedure if needed. Include a detailed materials list.

14. Collect and Analyze Results Collect and Analyze Results: The outcome must be measurable (quantitative). Confirm the results by retesting. Include tables, graphs, and photographs.

15. Report your results (Conclusion) Report your results (Conclusion): Include a statement that accepts or rejects the hypothesis. Make recommendations for further study and possible improvements to the procedure.

17. Let’s put our knowledge of the Scientific Inquiry to a realistic example that includes some of the terms you’ll be needing to use and understand.

18. John watches his grandmother bake bread. He ask his grandmother what makes the bread rise. She explains that yeast releases a gas as it feeds on sugar.

19. John researches the areas of baking and fermentation and tries to come up with a way to test his question. He keeps all of his information on this topic in a journal.

20. John wonders if the amount of sugar used in the recipe will affect the size of the bread loaf?

21. John talks with his teacher and she gives him a Experimental Design Diagram to help him set up his investigation.

22. Experimental Design Diagram (EDD) Title: The efffect of the I.V. on the D.V. Purpose: To determine … Hypothesis: If … T.V. (test or independent variable) ____________ O.V. (outcome or dependent variable) ____________ Constants (5 or more) Materials Procedure Data Table (Title) Graph (Title) Conclusion (3 paragraphs) List of TVs TV 1TV 2TV 3TV 4 Control Amount of Trials

23. The hypothesis is an educated guess about the relationship between the test and outcome variables. Note: These variables will be defined in the next few slides.

24. After talking with his teacher and conducting further research, he comes up with a hypothesis. “If more sugar is added, then the bread will rise higher.”

25. The test, or independent variable, is a factor that’s intentionally varied by the experimenter. John is going to use 25g., 50g., 100g., 250g., 500g. of sugar in his experiment.

26. The outcome, or dependent variable, is the factor that may change as a result of changes made in the outcome variable. In this case, it would be the size of the loaf of bread.

27. His teacher helps him come up with a procedure and list of needed materials. She discusses with John how to determine the control group.

28. In a scientific experiment, the control is the group that serves as the standard of comparison. The control group may be a “no treatment" or an “experimenter selected” group.

29. The control group is exposed to the same conditions as the experimental group, except for the variable being tested. All experiments should have a control group.

30. Because his grandmother always used 50g. of sugar in her recipe, John is going to use that amount in his control group.

31. John’s teacher reminds him to keep all other factors the same so that any observed changes in the bread can be attributed to the variation in the amount of sugar.

32. The constants in an experiment are all the factors that the experimenter attempts to keep the same.

34. They might include: Other ingredients to the bread recipe, oven used, rise time, brand of ingredients, cooking time, type of pan used, air temperature and humidity where the bread was rising, oven temperature, age of the yeast…

35. John writes out his procedure for his experiment along with a materials list in his journal. He has both of these checked by his teacher where she checks for any safety concerns.

36. Trials refer to replicate groups that are exposed to the same conditions in an experiment. John is going to test each sugar variable 3 times.

37. John comes up with a table he can use to record his data. John gets all his materials together and carries out his experiment.

38. John examines his data and notices that his control worked the best in this experiment, but not significantly better than 100g. of sugar.

39. John rejects his hypothesis, but decides to re-test using sugar amounts between 50g. and 100g.

40. Once again, John gathers his materials and carries out his experiment. Here are the results.

41. Amt. of Sugar (g.) 123Average Size (cm 3 ) 25768744761758 501296118812961260 10011881080 1116 250672576588612 500432504360432 Size of Bread Loaf (cm 3 ) Trials Control group

43. Amt. of Sugar (g.) 123Average Size (cm 3 ) 501296144012961344 601404129614401380 701638 15601612 8014041296 1332 90108012009721084 Size of Bread Loaf (cm 3 ) Trials Control group

44. John finds that 70g. of sugar produces the largest loaf. His hypothesis is accepted.

45. John tells his grandmother about his findings and prepares to present his project in Science class.

47. http://www.cleanvideosearch.com/media/acti on/yt/watch?videoId=peV6dBjCPDk http://www.cleanvideosearch.com/media/acti on/yt/watch?videoId=peV6dBjCPDk