1. NO RTW Objective: Set up ISN Agenda: Set up ISN Homework: None 
Monday, August 21st
Objective: Set up ISN
(Please take out your notebook!)
Agenda:
Set up ISN
Homework: None 

2. What are ISNs
A tool for you to use to make prior connections as well as access and process information and learning
Our ISNs will reflect this organization in our brain
By using color and sorting our ideas we can remember things with more clarity and depth

3. Right vs. Left Side
Teacher directed OBJECTIVE that students are required to INPUT goes on the RIGHT side of the ISN
Student-directed SUBJECTIVE information that students use to show understanding through OUTPUT goes on the LEFT side of the ISN.

4. Examples of Right vs. Left
Right side of the notebook is for “Through” procedures
Notes
Labs
Activities
Teacher-Led Activities
Left side of the notebook is for “In and Out” procedures
RTWs
Exit Slips
Concept Maps
Your thoughts/connections

5. Setting Up Your Notebook
When you number your pages, it will be like a book, even numbers on the left and odd numbers on the right.
DO NOT TEAR PAGES OUT OF YOUR NOTEBOOK! (to reduce this urge, you might want to write in pencil or have whiteout)
When given a handout you should adhere it into the notebook with glue.

6. Daily Up Keep
When you enter the class, check the front table to see if you need to glue anything into your notebook for the day.
Grab these sheets, adhere them to the next blank page and make sure you record the page in your TOC.
You will complete a RTW on the left side each day (which will be posted on the overhead)

7. Missing Days
Any handouts that you need to add to your ISN will be in the “While You Were Out” Bin or you can print them off online.
“3 Before Me” rule if you missed any days
Classmate #1, #2, #3…
Class Website (uhstitans.com)
Edmodo
”While You Were Out” bin

8. YOUR Name Biology 2017-2018 iPad #: If found, please return to Ms
YOUR Name Biology iPad #: If found, please return to Ms. D’Ambrosio (room 3-308). 1

9. 2

10. 3

11. 4

12. Biology Syllabus 5

13. Biology Safety Contract6

14. Classroom Expectations7

15. 8

16. 9

17. Cornell Notes Template
Name
Date
Topic
Class
Questions
Notes
Summary

18. Pg. 10 RTW: Give an example of pseudoscience and why it isn’t science
Tuesday, August 22nd
Pg. 10 RTW: Give an example of pseudoscience and why it isn’t science
Objective:
To understand the scientific process and how to create a good experiment
Agenda:
Notes on the Scientific Process pg. 11
Homework:
Sign Safety Contract

19. Terms to Know: Bias Conclusion Control group Dependent variable
Experimentation
Evidence
Hypothesis
Independent variable
Inference
Interpretation
Limiting variable
Multiple trials
Observation
Peer review
Reliability
Validity
Personal experience, authority of others, in your heart (belief), emotional, etc. Man I know the Gators are gonna win this year! 19

20. Designing experiments
How do you DO science?
(are there any steps?)

21. The Scientific Method Observe an event.
Develop a model (or hypothesis) which makes a prediction.
Test the prediction.
Collect data
Revise the hypothesis.
Repeat as needed.
Communicate results- A successful hypothesis becomes a Scientific Theory.
model
test

22. Making Observations When you use your senses to
obtain information, you make
an observation.
Suppose you try to turn on a flashlight and it doesn’t light.
An observation can lead to a question:
What’s wrong with the flashlight?
Observation is an essential step in the scientific method. Is everything you observe a fact or REAL? 22

23. Testing Hypotheses
A hypothesis is a proposed explanation for an observation.
You guess that the flashlight needs new batteries based on previous observations.
You can test your hypothesis by putting new batteries in the flashlight.
If the flashlight lights, you can be fairly certain that your hypothesis is correct. 23

24. Designing experiments
An experiment is used to test a hypothesis.
When you design experiments, you deal with variables, or factors that can change.
You change the independent variable.
You observe the dependent variable. (it depends on what you changed)
The data will support the hypothesis, or will cause it to be revised and retested.
Three same plants. 1 gets green light, others red and yellow and blue. Same water, food, time in light, etc. Which will grow more in 2 weeks? Answer: red and blue most growth (have right amount of energy to charge chlorophyll electrons to next level)
What is Ind and Dep here? Changed the color light, depend is plant height (measurable) 24

25. Communicating results
It’s important to share a new theory through collaboration and communication.
peer-reviewed journal or conference
Why?
review & question data
find errors in: data, conclusion, experiment
revise theory 25

26. Variables Independent Variable= “what do I change?”
Dependent Variable= “what is observed, affected, or measured by the change?”
Constant= “what stays the same?”
Control= “what is the normal condition?”

27. Identify the variables in this investigation:
Students of different ages were given the same jigsaw puzzle to put together. They were timed to see how long it took to finish the puzzle.

28. Identify the variables in this investigation:
Students of different ages were given the same jigsaw puzzle to put together. They were timed to see how long it took to finish the puzzle.
Independent variable= the students ages

29. Identify the variables in this investigation:
Students of different ages were given the same jigsaw puzzle to put together. They were timed to see how long it took to finish the puzzle.
Independent variable= the students ages
Dependent variable= how long it took the students to put it together

30. Identify the variables in this investigation:
Students of different ages were given the same jigsaw puzzle to put together. They were timed to see how long it took to finish the puzzle.
Independent variable= the students ages
Dependent variable= how long it took the students to put it together
Control= the same puzzle

31. Identify the variables
An investigation was done with an electromagnetic system made from a battery and wire wrapped around a nail. Different sizes of nails were used. The number of paper clips the electromagnet could pick up was measured.

32. Identify the variables
An investigation was done with an electromagnetic system made from a battery and wire wrapped around a nail. Different sizes of nails were used. The number of paper clips the electromagnet could pick up was measured.
Independent variable= sizes of nails used

33. Identify the variables
An investigation was done with an electromagnetic system made from a battery and wire wrapped around a nail. Different sizes of nails were used. The number of paper clips the electromagnet could pick up was measured.
Independent variable= sizes of nails used
Dependent variable= number of paper clips picked up

34. Identify the variables
An investigation was done with an electromagnetic system made from a battery and wire wrapped around a nail. Different sizes of nails were used. The number of paper clips the electromagnet could pick up was measured.
Independent variable= sizes of nails used
Dependent variable= number of paper clips picked up
Control= electromagnetic system

35. RTW Pg. 10: Identify the independent, dependent, and control
The higher the temperature of water, the faster an egg will boil.

36. RTW Pg. 10: Identify the independent, dependent, and control
The higher the temperature of water, the faster an egg will boil.
Independent variable= temperature of the water

37. RTW Pg. 10: Identify the independent, dependent, and control
The higher the temperature of water, the faster an egg will boil.
Independent variable= temperature of the water
Dependent variable= time it takes to cook the egg

38. RTW Pg. 10: Identify the independent, dependent, and control
The higher the temperature of water, the faster an egg will boil.
Independent variable= temperature of the water
Dependent variable= time it takes to cook the egg
Control= the type of egg

39. Objective: Agenda: Homework:
Wednesday, August 23rd
Objective:
To understand the scientific process and how to create a good experiment
Agenda:
Finish Notes pg. 11
Graphing Worksheet (Analyzing and Interpreting Scientific Data)
Homework:
Sign Safety Contract

40. Last example of variables
The temperature of water was measured at different depths of a pond.

41. Last example of variables
The temperature of water was measured at different depths of a pond.
Independent variable= depth of the water

42. Last example of variables
The temperature of water was measured at different depths of a pond.
Independent variable= depth of the water
Dependent variable= temperature of the water

43. Last example of variables
The temperature of water was measured at different depths of a pond.
Independent variable= depth of the water
Dependent variable= temperature of the water
Control= pond

44. What is a good science? Objectivity is the key to good science.
To be objective, experiments need to be designed and conducted in a way that does not introduce bias into the study.
Science:
Makes predictions
Can be tested
Can be falsified
Given that science can be poorly done, what is good science?

45. What is a bias? Bias= A prejudiced presentation of material
A consistent error in estimating a value
Two main types of bias:
Sampling bias
Measurement Bias

46. Sampling Bias
Sample = A group of units selected to be “measured” from a larger group (the population).
Sampling bias = introduced when the sample used is not representative of the population or inappropriate for the question asked.

47. Measurement bias
Is the method of data collection chosen in such a way that data collected will best match reality?
Evaluate the technique:
Measurements taken accurately
No additions to the environment that will influence results
Experiment designed to isolate the effect of multiple factors
Discuss these examples to help explain the way measurement technique can cause measurement bias.
Use measurement tool correctly
Ex. When measuring height, I must be careful to start the measuring tape at exactly at 0, not at 1 cm.
No additions to the environment that will influence results
Ex. I take height measurements of everyone in the classroom and let them keep their shoes on. All shoes add height, some more than others, and this will change the measure I get for average height.
Experiment designed to separate out the affect of multiple factors
Ex. I propose the hypothesis that students that sleep more than 7 hours the night before a test will perform better on the test. I ask students to report how much sleep they received the night before on their tests and compare this with their test scores. I do not ask or control for other factors such as how much each student studied or whether they ate breakfast. How can I know that any trend I observe is reflective of how much sleep they received and not other factors?
 What are 3 factors that contribute to measurement bias?

48. How to minimize sample selection bias:
Use a random sample= every individual has an equal likelihood of being chosen.
Eenie, meenie, miney, mo…
Limit the question asked to the specific group sampled

49. Look for signs of bias! Language “Scientifically-proven”
* Science does not seek to prove, but to disprove
Emotional appeals
Data should convince you, NOT words!
 What are some clues that scientific information you are reading is biased?

50. Look for signs of bias! Data source University Research
Corporate Research
Government Research
Research by Special Interest Groups
All organizations produce unbiased data. However, it is important to understand the organization’s motivation to be able to identify potential bias. In some situations, the need to promote special interests or make profits may lead to bias.

51. (*for the question being investigated*)
Summary
Good science depends on a well-designed experiment that minimizes bias by using the appropriate:
Sample size
Sample selection
Measurement techniques
(*for the question being investigated*)

52. Pg. 10 RTW: “The farther a ball drops, the higher it will bounce.”
Thursday, August 24th
Pg. 10 RTW:
“The farther a ball drops, the higher it will bounce.”
Design an investigation to test this hypothesis.
Identify the variables
What exactly will be changed? How will it be changed?
What exactly will be measured? How will it be measured?

53. Objective: Agenda: Homework:
Thursday, August 24th
Objective:
To understand the scientific process and how to create a good experiment
Agenda:
Graphing Worksheet (Interpreting Scientific Data)
Homework:
Sign Safety Contract

54. RTW Pg. 10
2. The scatter plot shows a bus stop where those waiting at the bus are plotted by their height and by their age. Identify which dot goes with which passenger. 1) _____________________ 2) _____________________ 3) _____________________ 4) _____________________ 5) _____________________ 6) _____________________ 7) _____________________

55. Objective: Agenda: Homework:
Friday, August 25th
Objective:
To understand the scientific process and how to create a good experiment
Agenda:
M&M Lab pg. 13
Homework:
Sign Safety Contract

56. M&M’s and the Scientific Method

57. Copy the problem above in your lab notebook. (Pg. 13)
Is one color found more often in a Fun Size bag of M&M’s than the rest of the colors?
Copy the problem above in your
lab notebook. (Pg. 13)
(2) Write a HYPOTHESIS that
answers this question.

58. Total Number of Candy in bag
(3) Copy the Data Table below in your
lab notebook:
Color of Candy
Number in
Fun Size bag
Total Number of Candy in bag
Percentage %
Blue
Brown
Green
Orange
Purple
Red
Yellow

59. (4) Obtain a Fun Size bag of M&M’s and
count the number of each color of the
candy.
DO NOT EAT THE DATA!
(5) Record the number of each color and
the total number of M&M’s found in
your Fun Size bag in the Data Table.

60. Percentage of Green M&M’s = Number of Green M&M’s X 100
(6) Calculate the percentage of each
color using the following example:
Percentage of Green M&M’s = Number of Green M&M’s X 100
Total Number of M&M’s
(7) Record the percentage of each color
in the Data Table.
(8) Go back to your hypothesis and read
it. Make a simple statement about
the results and how they relate to
your hypothesis. This is your
conclusion. Please record this
statement in your lab notebook.

61. QUESTIONS:
How did the scientific method help you
solve the problem described in the lab?
(2) What could we have done with all the
class data to increase the accuracy of
our findings?