1. Introduction to Biology
Nature of Science

2. Nature of Science Benchmark
SC.912.N Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). SC.912.N Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation.

3. Today you will… Define the purpose of biology.
Identify the criteria that differentiate science from non- science and pseudo-science.

4. What is science?
In the left column of your power notes write your own definition for the following words:
Science
Non-science
Pseudoscience
Introduction of power notes – students need to understand the importance of taking good notes in their biology class.
It is expected that students will have their notes in their research classes.

5. Science vs. Pseudo-Science and Non-Science
Science - The systematic study of the structure and behavior of the physical and natural world through observation and experimentation.
Non-Science - May be logical and based on good reasoning, but does not fall within the realm of science (Religious beliefs, philosophy, personal opinions, or ethics).
Pseudoscience - Defined as a non-science which is portrayed as a legitimate science by its followers. Example = astrology
These definitions go in their PowerNotes:
Science - The systematic study of the structure and behavior of the physical and natural world through observation and experimentation.
Non-Science - May be very logical and based on good reasoning, but simply does not fall within the realm of science (Religious beliefs, philosophy, personal opinions or attitudes, or ethics).
Pseudoscience - Defined as a non-science which is portrayed and advertised as a legitimate science by its followers and supporters. Example = astrology
Science is CONPTT – Consistent, observable, natural, predictable, testable, and tentative.

6. SCIENCE Science is POTA Observable Predictable Testable Argumentative
Science is CONPTT – Consistent, observable, natural, predictable, testable, and tentative.

7. Scientific Thinking

9. Today you will…
Evaluate the merits of scientific explanations produced by others.
Identify examples of scientific inferences made from observations.

10. Benchmarks
SC.912.N.1.1 Define a problem based on a specific body of knowledge.
SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations, and provide examples from the content being studied.

11. Essential Question
How has the scientific method contributed to the development of modern science?

12. Scientific Method Observation – Use five senses to gather information
Problem Statement – Observations lead to a question you’d like to answer
Research – Look up background information/prior knowledge
Hypothesis – A prediction of what you think is going to happen
Experiment/Procedures – Testing of the hypothesis
Data/Results – Recording the results of the experiment
Analysis (Interpretation) – Explanation of results collected
Conclusion – Summary of the experiment and stating whether or not hypothesis was supported
Communication – Publication of the experiment and results
Students will rotate through the following stations using the student guide completing each of the listed activities.
Teacher should set up two of each of the following stations keeping group size between 2-3 students. Students should complete each station in no more than 10 minutes then move on to the next available station.
Observe
Hypothesis
Measure
Infer/Predict
Interpret and Communicate

13. THINK-WRITE-PAIR-SHARE
Write some observations from this picture. Based on those observations write one logical explanation for what happened.
Encourage students to share their “observations.” At this point clarify that an observation can only be made with their senses. You may have a student say that someone died or was shot, but that is not an observation, it is an inference they are making on prior knowledge and experience.

14. Observations vs. Inferences
Good science investigations and projects begin with detailed observations.
These observations, plus your natural curiosity, lead to effective problem statements.
What are some observations you can make about the picture above?
What are some inferences you can make about your observations?
Discuss with students that observation is the act of using the 5 senses to collect information while inference is the use of logic to make conclusions from observed data. Remind students that observation can be quantitative or qualitative, e.g., number of girls and boys, the color of their uniform shirts, etc. Example of inferences could be: this schools has more boys than girls; there is only 1 color shirt allowed, etc.

16. Observations vs. Inferences
Observation is the act of using the 5 senses to collect information.
Inference is the use of logic to make conclusions from observed data.

17. Control vs Variables
Constants – All the factors that remain the same throughout experiment.
Independent (manipulated) – Only ONE factor being tested.
Dependent (responding) – The part of the experiment that responds to the change. The outcome of experiment.
Control – Part of the experiment that does NOT include the Independent Variable and is used for comparison.

18. Let’s Practice
A student formulated a hypothesis that cotton will grow larger bolls (pods) if magnesium is added to the soil. The student has two fields of cotton, one with magnesium and one without.
Identify the control group.
Identify the experimental group.
Identify the independent variable.
Identify the dependent variable.
Identify two constants.
State a hypothesis.

19. SCIENTIFIC METHOD STATIONS

20. DRY MIX DRY – Dependent/Responding Variable on the Y-axis
MIX – Manipulated/Independent Variable on the X-axis
MIX

21. Whale Calf Weight (100s lbs)
Week
Whale Calf Weight (100s lbs) 1
0.9 2
1.05 3
2.3 4
2.9 6
4.2 7
5.7 8
6.8 10
9.3 12
11.3 14
14.5

23. Quantitative vs Qualitative
Qualitative = Quality (descriptions)
Quantitative = Quantity (amounts)

24. Types of Observations Quantitative data Qualitative data
Making measurements using numerical information (Numbers)
Linear – Length, width, diameter, radius
Weight – ounces, pounds, grams, kilograms
Volume – gallons, ounces, liters, milliliters
Qualitative data
Information describing color, odor, shape, or some other physical characteristic.
State of matter – solid, liquid, gas
Shape – round, square, rectangle
Color – red, orange, yellow, green, blue

25. Relationships between Variables
Directly Proportional: If the relationship is direct, then as your x value increases, your y value increases. On a graph, this would be a positive slope and the graph would increase from left to right.
Inversely Proportional: If the relationship is inverse, then as your x value increases, your y value decreases.
Trend:
Upward trend: there has been a steady/sudden/dramatic increase.
Downward trend: there has been a steady.....decrease.
Stable: the graph displays a stable growth pattern.

26. Ethics/Bias Scientific data must be reliable and free from bias.
There must be a sufficient amount of data to offset errors.
Data cannot be modified, removed, or made-up in order to get a particular desired result.
It is unethical to have research done on a product where the researchers have something to gain if a particular result is reached.

27. Seed Germination Lab
It’s not easy to tell if a seed is “dead.” Only if it fails to germinate when provided the proper conditions and any dormancy mechanisms are broken can we consider a seed “dead.” Seed companies typically test the germination of seeds before sale. The results of these tests, the germination percentage, are typically provided on a seed packet.
The radish (Raphanus sativus) is an edible root vegetable of the Brassicaceae family that was domesticated in Europe in pre-Roman times. They are grown and consumed throughout the world. Radishes have numerous varieties, varying in size, color and duration of required cultivation time. There are some radishes that are grown for their seeds; oilseed radishes are grown, as the name implies, for oil production. Radish can sprout from seed to small plant in as little as 3 days.

28. PROBLEM STATEMENTS Water Is water essential for germination?
Does salt water affect seed germination?
Light
Is light or darkness essential for seeds to germinate?
Air
Do seeds need air to germinate?
Soil
Is soil necessary for seed germination?
Seed
How does the number of seeds affect germination rates? pH
How does acidity affect seed germination?

29. Now It’s Your Turn Pre-Lab: Set Up Seed Germination
Write the Following parts of your lab report in class
Problem Statement
Introduction
Hypothesis
Procedures
Finish for HW. MUST BE COMPLETED in order to do lab next class.

30. General Procedures Remember, you will have to modify your experiment according to your specific problem statement.
1. Moisten a paper towel for each of your setups.
2. Place 1 moist paper towel in each of the baggies.
Place 10 radish seeds on each paper towel in the baggies.
Leave the bag open, and place near/on the window.

31. DO NOW Complete Challenge #1 on your Parts of an Experiment worksheet.
Match the part of the experiment with its definition.
____ Independent or manipulated variable
A. group exposed to the independent variable.
____ Dependent or responding variable
B. what the scientist changes during the experiment
____ Constant or fixed variables
C. what the scientist uses to compare against the experimental group
____ Experimental group
D. all the other parts in the experiment that the scientist keep the same.
____ Control group
E. what the scientist measures

32. Exit Ticket
Which of these inferences is BEST supported by observations of this animal?
The animal spends much of its time digging.
This animal usually hunts for food at night.
This animal is herbivorous.
This animal has poor hearing.
If a student needs to do research on heredity for a science project, which of these sources is the most reliable resource
A weekly magazine.
A newspaper tabloid.
A national newspaper.
A professional journal.
3. Hypothesis: If pine seeds are exposed to a forest fire, then there is an increase in their germination rate because their coat is thinner and quicker to germinate.
Based on the hypothesis above, the most valid and reliable test of this hypothesis would include an experimental group of pine seeds that was recovered from a fire area and pine seeds that were
germinated after a fire.
tolerant of fire.
found before a fire.
placed in a fire.