1. Scientific Inquiry…What is it?
Read the lesson title aloud to students.
Distribute copies of the worksheet to students, as they will need to fill the upper part of it before the presentation gets underway. (See Teacher’s Notes accompanying next slide.)

2. Learning Objectives
Recognize that scientific inquiry involves asking questions and developing hypotheses.
Explain how to design and implement an experiment so that it uses sound scientific principles.
Click to reveal each learning objective.
Read each objective aloud. Tell students that they will learn about the process of scientific inquiry in this presentation: what it involves, how it is carried out, and how it relates to scientific theories and scientific laws.
Refer to the WYKWYL chart on the worksheet slide. Have students fill in the portion of the chart titled What You Know with information they already know about scientific inquiry. At the end of this presentation, have students fill in the bottom portion of the chart by writing in the new information they learned.

3. What Is Scientific Inquiry?
A process of steps and activities where knowledge is gained to understand scientific ideas.
Explain to students that scientists study the natural world through a process called scientific inquiry. This involves making observations and collecting data.
Ask: How do scientists often begin the process of scientific inquiry?
Answer: by posing a question
Explain that the question that begins the inquiry process must be specific and well defined.
Click to reveal the cricket.
Ask students to observe the cricket and to share their observations. They might observe the number of legs, the antennae, the color, the body shape, the presence of wings, and so on.
Click to reveal two questions about the cricket.
Have a volunteer read the questions aloud.
Ask: Which question is specific and well defined?
Answer: “Does this cricket use antennae to find food?”
Click to circle the question Does this cricket use antennae to find food?
Help students see the difference between the two questions. The second question is too general.
Next, ask students to think of some other specific, well-defined questions they can pose about this cricket.
Accept all questions that are specific and well defined.
Let’s
talk about each

4. What Is Scientific Inquiry?
Inquiry begins with asking a question. The question should be specific and well-defined.
Explain to students that scientists study the natural world through a process called scientific inquiry. This involves making observations and collecting data.
Ask: How do scientists often begin the process of scientific inquiry?
Answer: by posing a question
Explain that the question that begins the inquiry process must be specific and well defined.
Click to reveal the cricket.
Ask students to observe the cricket and to share their observations. They might observe the number of legs, the antennae, the color, the body shape, the presence of wings, and so on.
Click to reveal two questions about the cricket.
Have a volunteer read the questions aloud.
Ask: Which question is specific and well defined?
Answer: “Does this cricket use antennae to find food?”
Click to circle the question Does this cricket use antennae to find food?
Help students see the difference between the two questions. The second question is too general.
Next, ask students to think of some other specific, well-defined questions they can pose about this cricket.
Accept all questions that are specific and well defined.
Does this cricket use antennae to find food?
What do crickets eat?

5. Developing a Hypothesis
A hypothesis is a possible answer to a scientific question.
A hypothesis is not a fact.
A hypothesis is testable.
Elicit from students the characteristics of a hypothesis.
Click to reveal the characteristics of a hypothesis.
Ask: What does it mean that a hypothesis is testable?
Answer: A researcher must be able to conduct an investigation and gather evidence that will either support or disprove the hypothesis.
Lead a discussion about the importance of testability. Explain to students that researchers must be able to carry out investigations and gather evidence that will either support or disprove the hypothesis. Therefore, formulating a testable hypothesis is critical in the inquiry process.
Ask: What is a possible hypothesis to the question, “Why are crickets chirping so much at night?”
Click to reveal Hypothesis A.
Have a student read the hypothesis aloud.
Click to reveal Hypothesis B.
Have the student read it aloud.
Ask: Which of these hypotheses is the best possible testable answer to the question?
Answer: Hypothesis B
Click to reveal the circled Hypothesis B.
Review what students have learned so far about scientific inquiry—posing questions and formulating a hypothesis. Remind students to fill in their WYKWYL charts with any new information they have learned.
Crickets enjoy chirping at night.
Cricket chirping increases in warmer air.

6. Designing an Experiment?
Controlled Experiment – an experiment where only one variable is manipulated or changed at a time
Explain to students that one way scientists test a hypothesis is by designing and conducting experiments according to certain principles.
Click to reveal one of these scientific principles—controlling variables.
Explain that the students in the picture are conducting an experiment to test the hypothesis: Cricket chirping increases in warmer air. Have students help identify the parts of the experiment—three terrariums labeled A, B, and C; thermometers; crickets; and branches. In this experiment, crickets will be tested at three different temperatures.
Ask: What is the manipulated variable in this experiment?
Explain that the manipulated variable is the variable that is changed in the experiment.
Click to reveal the answer: air temperature
Ask: At what temperatures will the crickets be tested?
Answer: 15, 20, and 25 degrees Celsius
Ask: What is the responding variable in this experiment?
Explain that the responding variable is the variable that is counted or measured.
Click to reveal the answer: number of cricket chirps
Point out that this is a controlled experiment because only one variable is tested. All other variables, or factors, in the experiment are controlled, or kept the same.
Ask: What could be some other variables? Ask students to write some other variables on the board.
Sample answers: the type of terrarium, the contents of each terrarium, the time that observations are made, the cricket food
15°C
20°C
25°C

7. How Do You Design an Experiment?
Variables – factors that can change in an experiment.
Manipulated variable – The variable that is purposely changed
Responding variable – the factor that may change in response to the manipulated variable
The variable that is counted or measured
Explain to students that one way scientists test a hypothesis is by designing and conducting experiments according to certain principles.
Click to reveal one of these scientific principles—controlling variables.
Explain that the students in the picture are conducting an experiment to test the hypothesis: Cricket chirping increases in warmer air. Have students help identify the parts of the experiment—three terrariums labeled A, B, and C; thermometers; crickets; and branches. In this experiment, crickets will be tested at three different temperatures.
Ask: What is the manipulated variable in this experiment?
Explain that the manipulated variable is the variable that is changed in the experiment.
Click to reveal the answer: air temperature
Ask: At what temperatures will the crickets be tested?
Answer: 15, 20, and 25 degrees Celsius
Ask: What is the responding variable in this experiment?
Explain that the responding variable is the variable that is counted or measured.
Click to reveal the answer: number of cricket chirps
Point out that this is a controlled experiment because only one variable is tested. All other variables, or factors, in the experiment are controlled, or kept the same.
Ask: What could be some other variables? Ask students to write some other variables on the board.
Sample answers: the type of terrarium, the contents of each terrarium, the time that observations are made, the cricket food
15°C
20°C
25°C

8. How Do You Design an Experiment?
An experiment must follow sound scientific principles for its results to be valid.
Manipulated Variable
air temperature
Variables
Responding Variable
number of cricket chirps
Explain to students that one way scientists test a hypothesis is by designing and conducting experiments according to certain principles.
Click to reveal one of these scientific principles—controlling variables.
Explain that the students in the picture are conducting an experiment to test the hypothesis: Cricket chirping increases in warmer air. Have students help identify the parts of the experiment—three terrariums labeled A, B, and C; thermometers; crickets; and branches. In this experiment, crickets will be tested at three different temperatures.
Ask: What is the manipulated variable in this experiment?
Explain that the manipulated variable is the variable that is changed in the experiment.
Click to reveal the answer: air temperature
Ask: At what temperatures will the crickets be tested?
Answer: 15, 20, and 25 degrees Celsius
Ask: What is the responding variable in this experiment?
Explain that the responding variable is the variable that is counted or measured.
Click to reveal the answer: number of cricket chirps
Point out that this is a controlled experiment because only one variable is tested. All other variables, or factors, in the experiment are controlled, or kept the same.
Ask: What could be some other variables? Ask students to write some other variables on the board.
Sample answers: the type of terrarium, the contents of each terrarium, the time that observations are made, the cricket food
15°C
20°C
25°C

9. Sample Experiments – see page 3 in notes
Suppose a scientist wants to test a new drug
to fight the flu. The scientist injects the drug
into three people with the flu. The scientist
injects a harmless solution into three other
people with the flu. In this experiment, what
is the manipulated variable, the
responding variable and what 2 things that
are kept the same?
Manipulated Variable =
Responding Variable =
Constants =
Ask a volunteer to read the statement, “Sometimes the same experiment can have different data.”
Tell students to look at the data table. Explain that this table shows data from a repeat of the same experiment, and that the data were collected using the same procedure.
Ask: Was the hypothesis supported by these data?
Have students vote Supported or Not Supported.
Click to reveal that the hypothesis is not supported by the data.
Ask: Why not?
Answer: The average number of chirps at 15°C was more than it was at 20°C. Therefore, even though there were more chirps at 25°C, the data are inconsistent at the other two temperatures.
End the discussion by pointing out that data won’t always support the hypothesis. When this happens, improvements can be made or a new question may be asked. Tell students that communication among scientists is a critical part of scientific inquiry. Scientists depend on other scientists to communicate their findings fully and accurately.

10. Manipulated Variable = the drug
Answer
Manipulated Variable = the drug
Responding Variable = who gets better – (how the patient feels after the drug)
Constants =3 people in each group, all people involved in experiment have the flu
Ask a volunteer to read the statement, “Sometimes the same experiment can have different data.”
Tell students to look at the data table. Explain that this table shows data from a repeat of the same experiment, and that the data were collected using the same procedure.
Ask: Was the hypothesis supported by these data?
Have students vote Supported or Not Supported.
Click to reveal that the hypothesis is not supported by the data.
Ask: Why not?
Answer: The average number of chirps at 15°C was more than it was at 20°C. Therefore, even though there were more chirps at 25°C, the data are inconsistent at the other two temperatures.
End the discussion by pointing out that data won’t always support the hypothesis. When this happens, improvements can be made or a new question may be asked. Tell students that communication among scientists is a critical part of scientific inquiry. Scientists depend on other scientists to communicate their findings fully and accurately.

11. Collecting, Recording, and Analyzing Data
Data – facts, figures and other evidence gathered through observations
AVG 83
127
What does the data show?
168
Tell students that a good, controlled experiment yields quantitative observations that can be recorded in a table or displayed in a graph. Ask a volunteer to read the definition of data from the textbook, and then direct students’ attention to the table and graph shown.
Point out that this is the table and graph used in the cricket experiment.
Have students study the information in the table.
Ask: What data were gathered in the cricket experiment?
Answer: the air temperature and number of cricket chirps per minute
Click to reveal the averages in the top table.
Have students study the information on the graph, and then ask: What do the data show?
Click to reveal the line on the bottom table.
Click to reveal the answer: The number of chirps increased with temperature.
Review with students how the data were collected, recorded, and analyzed in this experiment. Point out that the next step is to draw a conclusion based on the data. Remind students that the conclusion states whether the hypothesis is supported by the data.
Ask: Do the data support the hypothesis? How?
Answer: Yes, the data show that crickets chirp more at 25°C than at 20°C or at 15°C.
The number of chirps per minute increased with temperature.

12. Drawing Conclusions – a summary of what you have learned from an experiment
Sometimes the same experiment can have different data.
Hypothesis: Cricket chirping increases in warmer air.
Ask a volunteer to read the statement, “Sometimes the same experiment can have different data.”
Tell students to look at the data table. Explain that this table shows data from a repeat of the same experiment, and that the data were collected using the same procedure.
Ask: Was the hypothesis supported by these data?
Have students vote Supported or Not Supported.
Click to reveal that the hypothesis is not supported by the data.
Ask: Why not?
Answer: The average number of chirps at 15°C was more than it was at 20°C. Therefore, even though there were more chirps at 25°C, the data are inconsistent at the other two temperatures.
End the discussion by pointing out that data won’t always support the hypothesis. When this happens, improvements can be made or a new question may be asked. Tell students that communication among scientists is a critical part of scientific inquiry. Scientists depend on other scientists to communicate their findings fully and accurately.
Supported
Not Supported

13. Communicating
Communicating – the sharing of ideas and scientific findings with others through writing and speaking
Ask a volunteer to read the statement, “Sometimes the same experiment can have different data.”
Tell students to look at the data table. Explain that this table shows data from a repeat of the same experiment, and that the data were collected using the same procedure.
Ask: Was the hypothesis supported by these data?
Have students vote Supported or Not Supported.
Click to reveal that the hypothesis is not supported by the data.
Ask: Why not?
Answer: The average number of chirps at 15°C was more than it was at 20°C. Therefore, even though there were more chirps at 25°C, the data are inconsistent at the other two temperatures.
End the discussion by pointing out that data won’t always support the hypothesis. When this happens, improvements can be made or a new question may be asked. Tell students that communication among scientists is a critical part of scientific inquiry. Scientists depend on other scientists to communicate their findings fully and accurately.

14. Other Scientific Experimental Factors
Constant – something that does not change; the opposite of variable
Control group – a group not tested and used to allow scientists to study one variable at a time in an experiment
Ask a volunteer to read the statement, “Sometimes the same experiment can have different data.”
Tell students to look at the data table. Explain that this table shows data from a repeat of the same experiment, and that the data were collected using the same procedure.
Ask: Was the hypothesis supported by these data?
Have students vote Supported or Not Supported.
Click to reveal that the hypothesis is not supported by the data.
Ask: Why not?
Answer: The average number of chirps at 15°C was more than it was at 20°C. Therefore, even though there were more chirps at 25°C, the data are inconsistent at the other two temperatures.
End the discussion by pointing out that data won’t always support the hypothesis. When this happens, improvements can be made or a new question may be asked. Tell students that communication among scientists is a critical part of scientific inquiry. Scientists depend on other scientists to communicate their findings fully and accurately.

15. Other Scientific Experimental Factors
Observing – using one or more of your senses to gather information
Quantitative observations – observations that deal with a number, or amount
Qualitative observations – observations dealing with descriptions that cannot be expressed in numbers (for example, a bike is blue or grape tastes sour)
Ask a volunteer to read the statement, “Sometimes the same experiment can have different data.”
Tell students to look at the data table. Explain that this table shows data from a repeat of the same experiment, and that the data were collected using the same procedure.
Ask: Was the hypothesis supported by these data?
Have students vote Supported or Not Supported.
Click to reveal that the hypothesis is not supported by the data.
Ask: Why not?
Answer: The average number of chirps at 15°C was more than it was at 20°C. Therefore, even though there were more chirps at 25°C, the data are inconsistent at the other two temperatures.
End the discussion by pointing out that data won’t always support the hypothesis. When this happens, improvements can be made or a new question may be asked. Tell students that communication among scientists is a critical part of scientific inquiry. Scientists depend on other scientists to communicate their findings fully and accurately.

16. Other Scientific Experimental Factors
Inferring – explaining or interpreting the things you observe
Predicting – making a forecast of what will happen in the future based on past experience or evidence
Ask a volunteer to read the statement, “Sometimes the same experiment can have different data.”
Tell students to look at the data table. Explain that this table shows data from a repeat of the same experiment, and that the data were collected using the same procedure.
Ask: Was the hypothesis supported by these data?
Have students vote Supported or Not Supported.
Click to reveal that the hypothesis is not supported by the data.
Ask: Why not?
Answer: The average number of chirps at 15°C was more than it was at 20°C. Therefore, even though there were more chirps at 25°C, the data are inconsistent at the other two temperatures.
End the discussion by pointing out that data won’t always support the hypothesis. When this happens, improvements can be made or a new question may be asked. Tell students that communication among scientists is a critical part of scientific inquiry. Scientists depend on other scientists to communicate their findings fully and accurately.

17. Sample Experiments
Suppose you wanted to find out if egg yolk causes silver to tarnish. You label two silver spoons A and B. You put egg yolk on both spoons. Then you place spoon A in a closed container and leave spoon B out in the open air. You check on the spoons over the next few days to see if either has tarnished. What two things are wrong with this experiment?
Ask a volunteer to read the statement, “Sometimes the same experiment can have different data.”
Tell students to look at the data table. Explain that this table shows data from a repeat of the same experiment, and that the data were collected using the same procedure.
Ask: Was the hypothesis supported by these data?
Have students vote Supported or Not Supported.
Click to reveal that the hypothesis is not supported by the data.
Ask: Why not?
Answer: The average number of chirps at 15°C was more than it was at 20°C. Therefore, even though there were more chirps at 25°C, the data are inconsistent at the other two temperatures.
End the discussion by pointing out that data won’t always support the hypothesis. When this happens, improvements can be made or a new question may be asked. Tell students that communication among scientists is a critical part of scientific inquiry. Scientists depend on other scientists to communicate their findings fully and accurately.

18. Egg yolk should not be put on both spoons.
Answer
Egg yolk should not be put on both spoons.
Spoons should be in the same place
Ask a volunteer to read the statement, “Sometimes the same experiment can have different data.”
Tell students to look at the data table. Explain that this table shows data from a repeat of the same experiment, and that the data were collected using the same procedure.
Ask: Was the hypothesis supported by these data?
Have students vote Supported or Not Supported.
Click to reveal that the hypothesis is not supported by the data.
Ask: Why not?
Answer: The average number of chirps at 15°C was more than it was at 20°C. Therefore, even though there were more chirps at 25°C, the data are inconsistent at the other two temperatures.
End the discussion by pointing out that data won’t always support the hypothesis. When this happens, improvements can be made or a new question may be asked. Tell students that communication among scientists is a critical part of scientific inquiry. Scientists depend on other scientists to communicate their findings fully and accurately.

19. Ok, let’s fix it and try again…
Suppose you wanted to find out if egg yolk causes silver to tarnish. You label two silver spoons A and B. You put egg yolk on one of the spoons. Then you place both spoons on the counter getting the same amount of exposure to the air. You check on the spoons over the next few days to see if either has tarnished. What is the manipulated variable, responding variable, and other variables kept constant?
Ask a volunteer to read the statement, “Sometimes the same experiment can have different data.”
Tell students to look at the data table. Explain that this table shows data from a repeat of the same experiment, and that the data were collected using the same procedure.
Ask: Was the hypothesis supported by these data?
Have students vote Supported or Not Supported.
Click to reveal that the hypothesis is not supported by the data.
Ask: Why not?
Answer: The average number of chirps at 15°C was more than it was at 20°C. Therefore, even though there were more chirps at 25°C, the data are inconsistent at the other two temperatures.
End the discussion by pointing out that data won’t always support the hypothesis. When this happens, improvements can be made or a new question may be asked. Tell students that communication among scientists is a critical part of scientific inquiry. Scientists depend on other scientists to communicate their findings fully and accurately.

20. Variables kept constant – location, type of spoon,
Answers
Variables kept constant – location, type of spoon,
Responding Variable – if the spoons tarnished
Manipulated variable – egg yolk on one of the spoons
Ask a volunteer to read the statement, “Sometimes the same experiment can have different data.”
Tell students to look at the data table. Explain that this table shows data from a repeat of the same experiment, and that the data were collected using the same procedure.
Ask: Was the hypothesis supported by these data?
Have students vote Supported or Not Supported.
Click to reveal that the hypothesis is not supported by the data.
Ask: Why not?
Answer: The average number of chirps at 15°C was more than it was at 20°C. Therefore, even though there were more chirps at 25°C, the data are inconsistent at the other two temperatures.
End the discussion by pointing out that data won’t always support the hypothesis. When this happens, improvements can be made or a new question may be asked. Tell students that communication among scientists is a critical part of scientific inquiry. Scientists depend on other scientists to communicate their findings fully and accurately.

21. Sample experiment…
Suppose you wanted to find out if fertilizer causes plants to grow taller. You take two plant shoots of the same size and type and label them A and B. You add fertilizer to plant A but not to plant B. Then you place plant A in a sunny window and water it every day. You put plant B on a bookshelf away from the sun and water it every other day. What is wrong with this experiment?
Ask a volunteer to read the statement, “Sometimes the same experiment can have different data.”
Tell students to look at the data table. Explain that this table shows data from a repeat of the same experiment, and that the data were collected using the same procedure.
Ask: Was the hypothesis supported by these data?
Have students vote Supported or Not Supported.
Click to reveal that the hypothesis is not supported by the data.
Ask: Why not?
Answer: The average number of chirps at 15°C was more than it was at 20°C. Therefore, even though there were more chirps at 25°C, the data are inconsistent at the other two temperatures.
End the discussion by pointing out that data won’t always support the hypothesis. When this happens, improvements can be made or a new question may be asked. Tell students that communication among scientists is a critical part of scientific inquiry. Scientists depend on other scientists to communicate their findings fully and accurately.

22. Both plants should be put in the same location.
Answer…
Both plants should be put in the same location.
Both plants should get the same amount of water
Ask a volunteer to read the statement, “Sometimes the same experiment can have different data.”
Tell students to look at the data table. Explain that this table shows data from a repeat of the same experiment, and that the data were collected using the same procedure.
Ask: Was the hypothesis supported by these data?
Have students vote Supported or Not Supported.
Click to reveal that the hypothesis is not supported by the data.
Ask: Why not?
Answer: The average number of chirps at 15°C was more than it was at 20°C. Therefore, even though there were more chirps at 25°C, the data are inconsistent at the other two temperatures.
End the discussion by pointing out that data won’t always support the hypothesis. When this happens, improvements can be made or a new question may be asked. Tell students that communication among scientists is a critical part of scientific inquiry. Scientists depend on other scientists to communicate their findings fully and accurately.

23. Sample question
Suppose you wanted to see if Huggies or Pampers diapers were more absorbent. You have two diapers – one is Huggies and one is Pampers. You have a measuring cup to measure liquid to pour into the diaper. You start with 10mL of water to be poured in the Huggies diaper and increase the amount of liquid by 5 mL each time. To the Pampers diaper you start with 10 mL of water color paint and increase the amount by 5 mL each time. What is wrong with this experiment?
Ask a volunteer to read the statement, “Sometimes the same experiment can have different data.”
Tell students to look at the data table. Explain that this table shows data from a repeat of the same experiment, and that the data were collected using the same procedure.
Ask: Was the hypothesis supported by these data?
Have students vote Supported or Not Supported.
Click to reveal that the hypothesis is not supported by the data.
Ask: Why not?
Answer: The average number of chirps at 15°C was more than it was at 20°C. Therefore, even though there were more chirps at 25°C, the data are inconsistent at the other two temperatures.
End the discussion by pointing out that data won’t always support the hypothesis. When this happens, improvements can be made or a new question may be asked. Tell students that communication among scientists is a critical part of scientific inquiry. Scientists depend on other scientists to communicate their findings fully and accurately.

24. Answer
Again, you have too many manipulated variables. Water color paint and water poured into both diapers. You should only use one liquid if you are comparing the two diapers to see which is more absorbent.
Ask a volunteer to read the statement, “Sometimes the same experiment can have different data.”
Tell students to look at the data table. Explain that this table shows data from a repeat of the same experiment, and that the data were collected using the same procedure.
Ask: Was the hypothesis supported by these data?
Have students vote Supported or Not Supported.
Click to reveal that the hypothesis is not supported by the data.
Ask: Why not?
Answer: The average number of chirps at 15°C was more than it was at 20°C. Therefore, even though there were more chirps at 25°C, the data are inconsistent at the other two temperatures.
End the discussion by pointing out that data won’t always support the hypothesis. When this happens, improvements can be made or a new question may be asked. Tell students that communication among scientists is a critical part of scientific inquiry. Scientists depend on other scientists to communicate their findings fully and accurately.

25. Suppose you wanted to find out if adding a weight gaining vitamin pill to a hamster’s diet causes it to gain weight. You take two hamsters of the same type and label them A and B. You record their starting weight before the experiment. You feed the hamsters a set amount of food everyday and feed them at the same time. You give them the same amount of water every day. You also give the hamsters the same amount of exercise every day. To hamster A’s food you add the weight gaining vitamin pill. You add nothing to hamster B’s food. What is wrong with this experiment?
Ask a volunteer to read the statement, “Sometimes the same experiment can have different data.”
Tell students to look at the data table. Explain that this table shows data from a repeat of the same experiment, and that the data were collected using the same procedure.
Ask: Was the hypothesis supported by these data?
Have students vote Supported or Not Supported.
Click to reveal that the hypothesis is not supported by the data.
Ask: Why not?
Answer: The average number of chirps at 15°C was more than it was at 20°C. Therefore, even though there were more chirps at 25°C, the data are inconsistent at the other two temperatures.
End the discussion by pointing out that data won’t always support the hypothesis. When this happens, improvements can be made or a new question may be asked. Tell students that communication among scientists is a critical part of scientific inquiry. Scientists depend on other scientists to communicate their findings fully and accurately.

26. Answer…
Nothing!!!
Ask a volunteer to read the statement, “Sometimes the same experiment can have different data.”
Tell students to look at the data table. Explain that this table shows data from a repeat of the same experiment, and that the data were collected using the same procedure.
Ask: Was the hypothesis supported by these data?
Have students vote Supported or Not Supported.
Click to reveal that the hypothesis is not supported by the data.
Ask: Why not?
Answer: The average number of chirps at 15°C was more than it was at 20°C. Therefore, even though there were more chirps at 25°C, the data are inconsistent at the other two temperatures.
End the discussion by pointing out that data won’t always support the hypothesis. When this happens, improvements can be made or a new question may be asked. Tell students that communication among scientists is a critical part of scientific inquiry. Scientists depend on other scientists to communicate their findings fully and accurately.

27. What Are Scientific Laws and Theories?
Scientific Theory:
a well-tested explanation for a wide range of observations and experimental results
Scientific Law:
a statement that describes what scientists expect to happen every time under a particular set of conditions
Explain to students that the words theory and law have special meanings in science.
Click and then have a student read aloud the definition of scientific theory.
Discuss how that definition differs from the common meaning of the word.
Click and have another volunteer read the definition of scientific law.
Discuss how its definition differs from the common meaning. Explain that a scientific law summarizes a pattern observed in nature. It does not explain that pattern, as a scientific theory does.
Tell students: Look at the parachutist. We know that the parachutist will always eventually fall to Earth. Is this a demonstration of a scientific law or a scientific theory? Review the definitions again if necessary.
Click to reveal the answer.
End this discussion by telling students that scientific laws and theories are the result of the scientific inquiry process.
Scientific Law
Scientific Theory

28. Student Worksheet Answers
Have students revisit their worksheets and complete the What You Learned section of the chart.
Invite students to share examples of what they knew at the beginning of the presentation and what they learned.
Worksheet Answers: Accept all reasonable answers.