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2. Standardized Test Prep
Resources
Chapter Presentation
Bellringers
Transparencies
Standardized Test Prep
Math Skills
Visual Concepts

3. Chapter 1 Table of Contents Section 1 The Nature of Science
Introduction to Science
Table of Contents
Section 1 The Nature of Science
Section 2 The Way Science Works
Section 3 Organizing Data

4. Chapter 1
Section 1 The Nature of Science
Objectives
Describe the main branches of natural science and relate them to each other.
Describe the relationship between science and technology.
Distinguish between scientific laws and scientific theories.
Explain the roles of models and mathematics in scientific theories and laws.

5. Chapter 1 Bellringer Section 1 The Nature of Science
Even before you started this course, you knew a lot about science because science and its effects surround everyone in our society. To help you tap this knowledge, answer the items below.
1. The term science encompasses many areas of study. Name four branches of science and briefly describe the topics that are studied in each.
2. Computer technology has changed the way many tasks are completed today. Name three other technological advances that have occurred since 1900 that have changed our lives significantly.
3. Scientific laws such as the law of gravity govern our daily lives. Name two additional laws of science that govern our lives.

6. How Does Science Take Place?
Chapter 1
Section 1 The Nature of Science
How Does Science Take Place?
Scientists investigate.
Scientists plan experiments.
Scientists observe.
Scientists always test the results.

7. How Does Science Take Place? continued
Chapter 1
Section 1 The Nature of Science
How Does Science Take Place? continued
Science has many branches.
Biological science is the science of living things.
Physical science is the science of matter and energy.
Earth science is the science of the Earth, the atmosphere, and weather.
Science is the knowledge obtained by observing natural events and conditions in order to discover facts and formulate laws or principles that can be verified or tested.

8. Chapter 1
Section 1 The Nature of Science
Natural Science

9. Chapter 1
Section 1 The Nature of Science
Biology

10. Chapter 1
Section 1 The Nature of Science
Physics

11. Chapter 1
Section 1 The Nature of Science
Earth Sciences

12. How Does Science Take Place? continued
Chapter 1
Section 1 The Nature of Science
How Does Science Take Place? continued
Science and technology work together.
Some scientists practice pure science defined as the continuing search for scientific knowledge.
Some scientists and engineers practice applied science defined as the search for ways to use scientific knowledge for practical applications.
Technology is the application of science for practical purposes.

13. Scientific Laws and Theories
Chapter 1
Section 1 The Nature of Science
Scientific Laws and Theories
Laws and theories are supported by experimental results.
Scientific theories are always being questioned and examined. To be valid, a theory must:
explain observations
be repeatable
be predictable

14. Scientific Laws and Theories, continued
Chapter 1
Section 1 The Nature of Science
Scientific Laws and Theories, continued
Scientific law a summary of many experimental results and observations; a law tells how things work
Scientific theory an explanation for some phenomenon that is based on observation, experimentation, and reasoning

15. Comparing Theories and Laws
Chapter 1
Section 1 The Nature of Science
Comparing Theories and Laws

16. Scientific Laws and Theories, continued
Chapter 1
Section 1 The Nature of Science
Scientific Laws and Theories, continued
Mathematics can describe physical events.
A qualitative statement describes something with words.
A quantitative statement describes something with mathematical equations.

17. Scientific Laws and Theories, continued
Chapter 1
Section 1 The Nature of Science
Scientific Laws and Theories, continued
Theories and laws are always being tested.
Models can represent physical events.
A model is a representation of an object or event that can be studied to understand the real object or event.
Scientists use physical and computer models to study objects and events.

18. Chapter 1
Section 1 The Nature of Science
Models

19. Physical, Mathematical, and Conceptual Models
Chapter 1
Section 1 The Nature of Science
Physical, Mathematical, and Conceptual Models

20. Chapter 1
Section 2 The Way Science Works
Objectives
Understand how to use critical thinking skills to solve problems.
Describe the steps of the scientific method.
Know some of the tools scientists use to investigate nature.
Explain the objective of a consistent system of units, and identify the SI units for length, mass, and time.
Identify what each common SI prefix represents, and convert measurements.

21. Chapter 1
Section 2 The Way Science Works
Bellringer
Your teacher has given you the following assignment: Investigate the impact on plant growth of adding various amounts of fertilizer to potted plants. Think about what you would need to do to be certain that the fertilizer was having the impact on the plant growth. Then answer the items below.

22. Chapter 1 Bellringer Section 2 The Way Science Works
Place a Y besides items that would be part of your plan to investigate plant height and fertilizer. Place a N besides items that will not help you investigate this particular connection.
a. _______ Put one plant in a sunny windowsill and one in a dark corner.
b. _______ Give plants the same amounts of water.
c. _______ Give different plants different amounts of fertilizer without keeping track of which plant got extra fertilizer.
d. _______ Use some new plants from seeds and some old plants that have been growing for months.
e. _______ Start with plants that are the same size.
f. _______ Keep all plants in a similar location.
g. _______ Carefully note amounts of fertilizer each plant is given.
h. _______ Keep one plant fertilized but with no water.

23. Chapter 1
Section 2 The Way Science Works
Bellringer
2. Name at least five tools or supplies will you need to perform this experiment.
3. What quantities will be measured, and what units will you use to record these measurements?

24. Chapter 1 Science Skills Critical Thinking
Section 2 The Way Science Works
Science Skills
Critical Thinking
Scientists approach a problem by thinking logically.
Critical thinking is the ability and willingness to assess claims critically and to make judgments on the basis of objective and supported reasons.

25. Science Skills, continued
Chapter 1
Section 2 The Way Science Works
Science Skills, continued
Using the scientific method
The scientific method is a general description of scientific thinking rather than an exact path for scientists to follow.
Scientific method a series of steps followed to solve problems including collecting data, formulating a hypothesis, testing the hypothesis, and stating conclusions

26. Chapter 1
Section 2 The Way Science Works
Scientific Method

27. Science Skills, continued
Chapter 1
Section 2 The Way Science Works
Science Skills, continued
Testing hypotheses
Scientists test a hypothesis by doing a controlled experiment.
In a controlled experiment, all the factors that could affect the experiment are kept constant except for one change.
Hypothesis a possible explanation or answer that can be tested
Variable a factor that changes in an experiment in order to test a hypothesis

28. Chapter 1
Section 2 The Way Science Works
Hypothesis

29. Controlled Experiment and Variable
Chapter 1
Section 2 The Way Science Works
Controlled Experiment and Variable

30. Science Skills, continued
Chapter 1
Section 2 The Way Science Works
Science Skills, continued
Conducting experiments
No experiment is a failure
The results of every experiment can be used to revise the hypothesis or plan tests of a different variable.

31. Science Skills, continued
Chapter 1
Section 2 The Way Science Works
Science Skills, continued
Using scientific tools
There are many tools used by scientists for making observations, including
microscopes
telescopes
spectroscopes
particle accelerators
computers

32. Chapter 1 Units of Measurement SI units are used for consistency.
Section 2 The Way Science Works
Units of Measurement
SI units are used for consistency.
Scientists use the International System of Units (SI) to make sharing data and results easier.

33. SI (Le Système Internationale d’Unités)
Chapter 1
Section 2 The Way Science Works
SI (Le Système Internationale d’Unités)

34. Units of Measurement, continued
Chapter 1
Section 2 The Way Science Works
Units of Measurement, continued
SI prefixes are for very large and very small measurements.
The table below shows SI prefixes for large measurements.

35. Units of Measurement, continued
Chapter 1
Section 2 The Way Science Works
Units of Measurement, continued
The table below shows SI prefixes for small measurements.

36. Chapter 1
Section 2 The Way Science Works
Math Skills
Conversions A roll of copper wire contains 15 m of wire. What is the length of the wire in centimeters?
1. List the given and unknown values.
Given: length in meters, l = 15 m
Unknown: length in centimeters = ? cm

37. Chapter 1 Math Skills 2. Determine the relationship between units.
Section 2 The Way Science Works
Math Skills
2. Determine the relationship between units.
Looking at the table of prefixes used for small measurements, you can find that 1 cm = 0.01 m.
This also means that 1 m = 100 cm.
You will multiply because you are converting from a larger unit (meters) to a smaller unit (centimeters)
3. Write the equation for the conversion.
length in cm = m 

38. Chapter 1
Section 2 The Way Science Works
Math Skills
4. Insert the known values into the equation, and solve.
length in cm = 15 m 
length in cm = 1500 cm

39. Units of Measurement, continued
Chapter 1
Section 2 The Way Science Works
Units of Measurement, continued
Making measurements
Many observations rely on quantitative measurements.
Length a measure of the straight-line distance between two points
Mass a measure of the amount of matter in an object
Volume a measure of the size of a body or region in three-dimensional space
Weight a measure of the gravitational force exerted on an object

40. Chapter 1
Section 2 The Way Science Works
Volume

41. Chapter 1
Section 3 Organizing Data
Objectives
Interpret line graphs, bar graphs, and pie charts.
Use scientific notation and significant figures in problem solving.
Identify the significant figures in calculations.
Understand the difference between precision and accuracy.

42. Chapter 1
Section 3 Organizing Data
Bellringer
Imagine your teacher asked you to study how providing different amounts of fertilizer affected the heights of plants. You perform a study and collect the data shown in the table below. Use this data to answer the items that follow.

43. Chapter 1 Bellringer, continued Section 3 Organizing Data
1. Which amount of fertilizer produced the tallest plants?
2. Which amount of fertilizer produced the smallest plants?
3. Plot the data on a grid like the one below.
4. Describe the overall trend as more fertilizer is added to the plants.

44. Presenting Scientific Data
Chapter 1
Section 3 Organizing Data
Presenting Scientific Data
Line graphs are best for continuous change.
Line graphs are usually made with the x-axis showing the independent variable and the y-axis showing the dependent variable.
The values of the dependent variable depend on what happens in the experiment.
The values of the independent variable are set before the experiment takes place.

45. Chapter 1
Section 3 Organizing Data
Line Graph

46. Presenting Scientific Data, continued
Chapter 1
Section 3 Organizing Data
Presenting Scientific Data, continued
Bar graphs compare items.
A bar graph is useful for comparing similar data for several individual items or events.
A bar graph can make clearer how large or small the differences in individual values are.

47. Chapter 1
Section 3 Organizing Data
Bar Graph

48. Presenting Scientific Data, continued
Chapter 1
Section 3 Organizing Data
Presenting Scientific Data, continued
Pie charts show parts of a whole.
A pie chart is ideal for displaying data that are parts of a whole.
Data in a pie chart is presented as a percent.

49. Writing Numbers in Scientific Notation
Chapter 1
Section 3 Organizing Data
Writing Numbers in Scientific Notation
Scientific notation is a method of expressing a quantity as a number multiplied by 10 to the appropriate power.
Some powers of 10 and their decimal equivalents are shown below.
103 = 1000
102 = 100
101 = 10
100 = 1
10-1 = 0.1
10-2 = 0.01
10-3 = 0.001

50. Writing Numbers in Scientific Notation, continued
Chapter 1
Section 3 Organizing Data
Writing Numbers in Scientific Notation, continued
Using scientific notation
When you use scientific notation in calculations, you follow the math rules for powers of 10.
When you multiply two values in scientific notation, you add the powers of 10. When you divide, you subtract the powers of 10.

51. Chapter 1
Section 3 Organizing Data
Math Skills
Writing Scientific Notation The adult human heart pumps about L of blood each day. Write this value in scientific notation.
1. List the given and unknown values.
Given: volume, V = L
Unknown: volume, V = ? x 10? L

52. Chapter 1 Math Skills, continued
Section 3 Organizing Data
Math Skills, continued
2. Write the form for scientific notation.
V = ? x 10? L
3. Insert the known values into the form, and solve.
First find the largest power of 10 that will divide into the known value and leave one digit before the decimal point. You get 1.8 if you divide into L.
So, L can be written as (1.8 x ) L

53. Chapter 1 Math Skills, continued Then write 10 000 as a power of 10.
Section 3 Organizing Data
Math Skills, continued
Then write as a power of 10.
Because = 104, you can write L as 1.8 x 104 L.
V = 1.8 x 104 L

54. Chapter 1
Section 3 Organizing Data
Scientific Notation

55. Chapter 1
Section 3 Organizing Data
Math Skills
Using Scientific Notation Your state plans to buy a rectangular tract of land measuring 5.36 x 103 m by 1.38 x 104 m to establish a nature preserve. What is the area of this tract in square meters?
1. List the given and unknown values.
Given: length, l = 1.38 x 104 m
width, w = 5.36 x 103 m
Unknown: area, A = ? m2

56. Chapter 1 Math Skills, continued 2. Write the equation for area.
Section 3 Organizing Data
Math Skills, continued
2. Write the equation for area.
A = l  w
3. Insert the known values into the equation, and solve.
A = (1.38  104 m) (5.36  103 m)
Regroup the values and units as follows.
A = (1.38  5.36) (104  103) (m  m)
When multiplying, add the powers of 10.
A = (1.38  5.35) (104+3) (m  m)
A =  107 m2
A = 7.40  107 m2

57. Using Significant Figures
Chapter 1
Section 3 Organizing Data
Using Significant Figures
Precision and accuracy
Precision the exactness of a measurement
Accuracy a description of how close a measurement is to the true value of the quantity measured
Significant figure a prescribed decimal place that determines the amount of rounding off to be done based on the precision of the measurement

58. Accuracy and Precision, part 1
Chapter 1
Section 3 Organizing Data
Accuracy and Precision, part 1

59. Accuracy and Precision, part 2
Chapter 1
Section 3 Organizing Data
Accuracy and Precision, part 2

60. Accuracy and Precision
Chapter 1
Section 3 Organizing Data
Accuracy and Precision

61. Using Significant Figures, continued
Chapter 1
Section 3 Organizing Data
Using Significant Figures, continued
When you use measurements in calculations, the answer is only as precise as the least precise measurement used in the calculation.
The measurement with the fewest significant figures determines the number of significant figures that can be used in the answer.

62. Chapter 1
Section 3 Organizing Data
Math Skills
Significant Figures Calculate the volume of a room that is m high, 4.25 m wide, and 5.75 m long. Write the answer with the correct number of significant figures.
1. List the given and unknown values.
Given: length, l = 5.75 m
width, w = 4.25 m
height, h = m
Unknown: Volume, V = ? m3

63. Chapter 1 Math Skills, continued 2. Write the equation for volume.
Section 3 Organizing Data
Math Skills, continued
2. Write the equation for volume.
V = l  w  h
3. Insert the known values into the equation, and solve.
V = 5.75 m  4.25 m  m
V = m3
The answer should have three significant figures, because the value with the smallest number of significant figures has three significant figures.
V = 76.4 m3

64. Chapter 1
Section 3 Organizing Data
Significant Figures

65. Chapter 1
Section 3 Organizing Data
Concept Mapping

66. Understanding Concepts
Chapter 1
Standardized Test Prep
Understanding Concepts
1. During a storm, rainwater depth is measured every 15 minutes. Which of these terms describes the depth of the water?
A. controlled variable
B. dependent variable
C. independent variable
D. significant variable

67. Understanding Concepts, continued
Chapter 1
Standardized Test Prep
Understanding Concepts, continued
1. During a storm, rainwater depth is measured every 15 minutes. Which of these terms describes the depth of the water?
A. controlled variable
B. dependent variable
C. independent variable
D. significant variable

68. Understanding Concepts, continued
Chapter 1
Standardized Test Prep
Understanding Concepts, continued
2. Why were scientists unable to form a theory that diseases are caused by bacteria before the late fifteenth century?
F. No on tried to understand the cause of disease until then.
G. Earlier scientists were not intelligent enough to understand the existence of bacteria.
H. The existence of microbes could not be discovered until the technology to make high-quality lenses had been developed.
I. Doctors believed they understood the disease process, so they would not accept new ideas about the causes.

69. Understanding Concepts, continued
Chapter 1
Standardized Test Prep
Understanding Concepts, continued
2. Why were scientists unable to form a theory that diseases are caused by bacteria before the late fifteenth century?
F. No on tried to understand the cause of disease until then.
G. Earlier scientists were not intelligent enough to understand the existence of bacteria.
H. The existence of microbes could not be discovered until the technology to make high-quality lenses had been developed.
I. Doctors believed they understood the disease process, so they would not accept new ideas about the causes.

70. Understanding Concepts, continued
Chapter 1
Standardized Test Prep
Understanding Concepts, continued
3. What is a scientific theory?
A. A theory is a guess as to what will happen.
B. A theory is a summary of a scientific fact based on observations.
C. A theory is an explanation of how a process works based on observations.
D. A theory describes a process in nature that can be repeated by testing.

71. Understanding Concepts, continued
Chapter 1
Standardized Test Prep
Understanding Concepts, continued
3. What is a scientific theory?
A. A theory is a guess as to what will happen.
B. A theory is a summary of a scientific fact based on observations.
C. A theory is an explanation of how a process works based on observations.
D. A theory describes a process in nature that can be repeated by testing.

72. Understanding Concepts, continued
Chapter 1
Standardized Test Prep
Understanding Concepts, continued
4. When designing a new airplane, experienced pilots use computer simulations to determine how changes from previous designs affect the plane’s handling in flight. What is the advantage of computer simulation over actually building the plane and having pilots test it in actual flight situations?

73. Understanding Concepts, continued
Chapter 1
Standardized Test Prep
Understanding Concepts, continued
4. When designing a new airplane, experienced pilots use computer simulations to determine how changes from previous designs affect the plane’s handling in flight. What is the advantage of computer simulation over actually building the plane and having pilots test it in actual flight situations?
Answer: The computer simulation provides a model of the new plane so that potential design problems can be corrected without risk to the pilots and without the expense of building an airplane that does not function well.

74. Chapter 1 Reading Skills
Standardized Test Prep
Reading Skills
Two thousand years ago Earth was believed to be unmoving and at the center of the universe. Tthe moon, sun, each of the known planets, and all of the stars were believed to be located on the surfaces of rotating crystal spheres. Motion of the celestial objects could be predicted based on the complex movement of the spheres that had been determined using observations recorded over many years.
5. Demonstrate why this description of the universe was a useful model to ancient astronomers but not to present-day astronomers.

75. Reading Skills, continued
Chapter 1
Standardized Test Prep
Reading Skills, continued
5. [See previous slide for question.]
Answer: It was useful because it could predict motions of objects in the sky.

76. Interpreting Graphics
Chapter 1
Standardized Test Prep
Interpreting Graphics
6. What is the volume of the gas 40 seconds into the experiment?
F. 15 mL
G. 24 mL
H. 27 mL
I. 50 mL

77. Interpreting Graphics, continued
Chapter 1
Standardized Test Prep
Interpreting Graphics, continued
6. What is the volume of the gas 40 seconds into the experiment?
F. 15 mL
G. 24 mL
H. 27 mL
I. 50 mL