1. Unit 1 Scientific Inquiry
Standard B – 1.1

2. Standard B-1
The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.
B-1.1
Generate hypotheses on the basis of credible, accurate, and relevant sources of scientific information.

3. Objective Identify the variables involved in a hypothesis.
Use data to determine whether a hypothesis was supported or not supported by that data.
Summarize the criteria by which scientific information is used to help generate hypotheses.

4. Unit One Vocabulary Hypothesis Independent variable Dependent variable
Microscope
Observation
Data
Experiment
Constant
Theory
Homeostasis
Inference
Bias

5. What is a Hypothesis?
A hypothesis is often referred to as an “educated guess”.
Why is it called an educated guess vs. just a guess?
A hypothesis is a reasonable explanation of why something may have happened or a prediction of what might happen. It is the explanation of the possible cause of a problem or a possible solution to a problem.

6. What is a Hypothesis?
The hypothesis may or may not be supported by the experimental results.
It is often stated in terms of an independent variable and a dependent variable.
Cause and Effect relationship
“If…then…because…”

7. What is a Hypothesis?
The results of an experiment CANNOT prove a hypothesis is correct. Instead, the results of an experiment support or do not support the hypothesis. When hypotheses are tested over and over again and not contradicted, they may become known as laws or theories.

8. Example
Imagine that you are sitting at home, watching television, and suddenly your lights go out. What would you do?

9. Source of Scientific Information
Credible = Trustworthy Accurate = Correct Relevant = Applicable to Topic

10. Lab apparatus, safety, and microscopes
Standards B – 1.2 & B – 1.9

11. Objective Identify an appartus from a description or illustration.
Recognize appropriate laboratory apparatuses, technology, and techniques for given procedures.
Recognize safety guidelines associated with use of laboratory apparatuses, technology, and techniques.

12. Lab Safety
One of the first things a scientist learns is how a lab operates. This includes being safe in the lab. While working in the lab can be very exciting, it can also be very dangerous if proper safety rules are not followed correctly. The next few slides will discuss some of the safety precautions for this science lab.

13. Textbook Pages
Where in your textbook does it discuss lab safety and provides pictures of lab safety symbols?

14. General Lab Procedures
Know where all safety equipment and the first aid kit are located. Tell the teacher IMMEDIATELY of any injury.
Read all directions BEFORE conducting the lab. Follow only the directions in the lab.
Do not begin any lab until you are instructed to do so.
Follow all rules set for the lab. Any deviation from the rules will result in your removal from the lab.
No one leaves the classroom until the lab is all cleaned up. Everyone is responsible for cleaning up before they leave.

15. Dress Code
Wear safety goggles whenever you are working with any substance which can get into your eye.
Wear a laboratory apron or coat whenever you are working with materials which can get onto your clothing.
Tie back long hair.
Remove necklaces and bracelets which can hang down and touch the materials being used.

16. Heating and Fire Safety
Keep your work area neat, clean, and free of extra materials.
Never reach across a flame or heat source.
Point objects that are being heated away from yourself and others.
Never pick up a hot test tube with your bear hands; use something heat-resistant.
After heating test tubes, place them in a test tube rack.

17. Chemical Safety Always wear goggles when working with any chemical.
Stand when you are working with chemicals.
Pour chemicals over the sink and not over the floor. If any spills on the floor or work area, clean it up properly.
If chemicals get into your eyes, immediately wash them out at the eye wash station.
Only used chemicals instructed by the teacher. Make sure the container is properly labeled.
Always wash your hands after handling ANY type of chemicals.

18. Glassware and Sharp Objects
Use only clean glassware that is instructed per the procedures of the lab.
If you break glass, tell the teacher IMMEDIATELY. Do NOT try to clean it up yourself.
When using sharp objects, point them away from yourself and wear goggles at all times.
After using glassware, clean it according to the teacher’s instructions.

19. So in general….. Summarize what we just learned about lab safety
Why is lab safety important?

21. Lab Safety Contract
In order to participate in laboratory activities in class, you must first sign a lab safety contract. Let’s do that now.

22. Lab Equipment
When working in any lab, it is important to be familiar with the equipment. The next few slides will introduce you to some of the equipment we will be using this semester.

23. Test Tubes

24. Test Tube Rack and Clamp

25. Beakers

26. Graduated Cylinders
meniscus
Determine the volume contained in a graduated cylinder by reading the bottom of the meniscus at eye level.

27. Triple Beam Balance & Electric Scale

29. Microscopes as Tools
Tools are objects used to improve the performance of a task.
Microscopes are tools that extend human vision by making enlarged images of objects:
Compound light microscope
Scanning electron microscope (SEM)
Transmission electron microscope (TEM)
Dissecting microscope (DM)

30. Compound Light Microscope
Developed in the 1800s.
Used to see small organisms and cells.
Used to view living or dead/preserved organisms.
Clearly magnify specimens up to about 1500 times their actual size.
Uses a combination of lenses.
Samples are often stained to show specific parts.

31. Compound Light Microscope

32. Electron Microscopes Developed in the 1950s
Uses a beam of electrons instead of light to magnify objects.
Used to view dead/preserved specimens only.
Two main types: SEM and TEM

33. Electron Microscope SEM TEM
Passes a beam of elctrons over the surface of the object
Produces a 3-D picture of the specimen
Can magnify up to 100,000 times actual size.
TEM
Transmits electrons through a specimen
Can magnify up to 200,000 times actual size.

34. Electron Microscopes
SEM
TEM

35. Dissecting Microscope
Low Power
Cannot produce 3D images nor look through a specimen
Used to view living specimens mainly.

36. Metric units, reading scientific instruments, precision vs accuracy
Standard B – 1.3

37. Standard B-1
The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.
B-1.3
Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

38. Objective Compare precise vs. accurate measurement data.
Summarize accuracy & precision with specific scientific instruments in making measurements.
Identify the appropriate instrument that meets the measurement need and appropriate precision for a designed experiment.

39. Measurement
Measurement is an important type of observation. It is an observation that includes numbers and units.
SI or metric system
Based on multiples of 10
Prefixes before the base

40. It’s all about the prefix.

41. Answers G C F K I J B H D E A

42. What if I want to convert?
Dimensional analysis is a way to convert measurements between different units to help compare them.
WHAT YOU WANT ___________________ WHAT YOU HAVE

43. Examples
11 mm = ______ cm
261 g = _______ kg
9474 mm = _______ cm

45. Precision vs. Accuracy
Precision is the amount of detail in measurements, or how closely two or more measurements agree.

46. Precision vs. Accuracy
Accuracy is how close a measurement is to the actual or accepted value for that measurement.

47. Scientific Method
Standards B – 1.4 & 1.6

48. Objective
Classify the types of variables and constants in a controlled investigation.
Summarize the components of a controlled scientific investigation.
Interpret the data of a scientific investigation to determine if the conclusion is valid.

49. Scientific Thinking
Biologists ask questions about the world around them and use observation and experimentation to answer questions about it.

50. Scientific Thinking A good biologist is: Skeptical Curious Open-minded
Accepting of new ideas

51. The Scientific Method
The Scientific Method is used in order to help scientists solve problems and answer questions. It is a precise way of conducting an investigation which will give the best results.

52. Biology is an empirical science Deals with the NATURAL WORLD
The Scientific Method
Biology is an empirical science Deals with the NATURAL WORLD

54. Scientific Thinking & Processes
Parts of the Scientific Method:
Observation (Data Collection)
Forming hypotheses (Educated Guess)
Testing hypotheses (Experiment)
Analyzing Data (Results)
Evaluating Results (Drawing Conclusions)

55. Scientific Thinking & Processes
Observation
All scientific inquiry begins with observation.
Cannot be biased; has to be fair.
Using one or more of the 5 senses to collect, describe, and categorize data.
Quantitative or Qualitative Data
Using computers to collect measurements or examine past research observations.

56. Scientific Thinking & Processes
Quantitative Data
Number
12 cm long
3 elephants
Twenty four grams
Represented via some type of graph
Qualitative Data
Words/Description
The tiger is orange and black.
The gorilla is not an aggressive animal unless provoked.
Represented via some type of chart/table or notes.

57. Scientific Thinking & Processes
Forming Hypotheses
Preliminary possible explanation of data; an educated guess
Hypotheses help scientists find answers to questions

58. Scientific Thinking & Processes
Testing Hypotheses
Conducting an experiment
Shows a cause and effect relationship
Tests 1 variable at a time.
IV, DV, CG, and Constants

59. Scientific Thinking & Processes
Analyzing Data
Statistics plays a role
Construct charts, tables, graphs, plots, models, etc.

60. Charts, graphs, and data
Standard B-1.5

61. Standard B-1
The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.
B-1.5
Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs, models, and/or technology

62. Objective Organize data from a controlled scientific investigation.
Interpret data from a controlled scientific investigation.

63. Graphing in Scientific Investigations
In science, it is important that data collected from scientific investigations be neat, legible, and easily interpreted. In order for this to be the case, scientists rely heavily on charts, graphs, and formulas.

64. Graphing in Scientific Investigations
Charts Data should be organized in charts which lists the values of the independent variable in the first column and the value of the dependent variable in the second column.
Length (cm)
Mass (g) 14 27 8 15 12 23 11 22 9 18

65. Graphing in Scientific Investigations
Circle Graph
Line Graph
Bar Graph

66. Models and Technology Models Technology
Information gathered during scientific investigations is not always used to only construct a graph. Models are also used.
The application of scientific knowledge to develop new products, procedures, or solutions to real world problems.

67. Technological Design
Standards B – 1.7 and B – 1.8

68. Standard B-1
The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.
B-1.7
Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).
B-1.8
Compare the processes of scientific investigations and technological design.

69. Objective
Evaluate a technological design or product on the basis of designated criteria.
Compare the technological design process and scientific investigation.

71. Technological Design Process
Technological design is an important part of engineering, the field that applies scientific knowledge to practical problems. There are 4 main steps in the technological design process.

72. 4 Main Steps Identify the problem.
Propose a solution (design, process, or product)
Implement the solution
Evaluate the solution

73. Step 1: Identify the Problem
The first step in the technological design process is to identify the problem. Often, engineers or inventors try to solve problems in their own lives or work.

74. Step 2: Propose a Solution
Once the problem has been identified, a solution has to be proposed. In order to do this, drawings or models may be created. Also, any materials and costs have to be identified and the time has to be identified. A list of potential risks and benefits also is made.

75. Step 3: Implement the Solution
Once a design plan has been studied and accepted, a design team must carry out the plan. This stage of development is known as implementation. This is a step-by-step strategy to solve the problem.

76. Step 4: Evaluate the Solution
A completed design must be evaluated to decide if it meets the original goals.

77. Before you are finished…
The results of technological design often improve people’s lives. Each new development offers both benefits and risks. Benefits are how the technology meets people’s needs. The risks include ways the technology might harm humans or the environment. This is called risk-benefit analysis.

78. Technological Design Process vs. Scientific Investigation
Identifies a problem – asks a question
Identifies a problem or need
Researches related information
Designs an investigation or experiment
Designs a process or a product
Conducts the investigation or experiment – repeated trials
Implements the design or the process – repeated testing
Analyzes the results
Evaluates the conclusion – did the results refute or verify the hypothesis
Evaluates the process or product – did it meet the criteria
Communicates the findings