1. Scientific Thinking
Topic 1 Day 3

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

4. 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.

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

6. 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

7. 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.

8. 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.

10. 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.

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

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

13. 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.

14. SCIENTIFIC METHOD STATIONS

15. 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.

16. 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?

17. 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.

18. 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.