1. Writing Hypotheses With Variables

2. RED SLIDE: These are notes that are very important and should be recorded in your science journal.

3. -Nice neat notes that are legible and use indentations when appropriate. .

4. -Nice neat notes that are legible and use indentations when appropriate. -Example of indent.

5. -Nice neat notes that are legible and use indentations when appropriate Example of indent Skip a line between topics

6. -Nice neat notes that are legible and use indentations when appropriate Example of indent Skip a line between topics Don’t skip pages

7. -Nice neat notes that are legible and use indentations when appropriate Example of indent Skip a line between topics Don’t skip pages Make visuals clear and well drawn.

8. -Nice neat notes that are legible and use indentations when appropriate Example of indent Skip a line between topics Don’t skip pages Make visuals clear and well drawn.

9. First Name, Last Name Science and Section

10. First Name, Last Name Science, and Section

11. First Name, Last Name Science and Section
Treat this journal with care and respect. It will be very helpful for the bundled homework package.

12. First Name, Last Name Science and Section

13. Your journal is your responsibility
Your journal is your responsibility. If it becomes lost or damaged it will significantly reduce your grade.
First Name, Last Name Science and Section

14. RED SLIDE: These are notes that are very important and should be recorded in your science journal.
BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly.

15. Keep an eye out for “The-Owl” and raise your hand as soon as you see him.
He will be hiding somewhere in the slideshow

16. “Hoot, Hoot” “Good Luck!”
Keep an eye out for “The-Owl” and raise your hand as soon as you see him.
He will be hiding somewhere in the slideshow
“Hoot, Hoot”
“Good Luck!”

17. SKILLS PRACTICE - Developing a Hypothesis
The day after a picnic, you look into the cooler. All of yesterday’s ice has turned to water. Only two beverages are left. A can of diet soda is floating at the surface. A can of regular soda is resting at the bottom.

18. Write A Hypothesis in the “if/then” Format

19. Area of Focus: Scientific Method.

20. Area of Focus: Scientific Method.

21. Area of Focus: Observation, Inferences, and the Scientific Method.

22. Area of Focus: Observation, Inferences, and the Scientific Method.

23. Area of Focus: Observation, Inferences, and the Scientific Method.

24. Focus: Scientific Method.

25. What is science?

26. Science is…
1. -
2. –
3. -

27. 1. A study of natural phenomenon.

28. 1. A study of natural phenomenon.
Did you see something?

29. 1. A study of natural phenomenon.
“Hoot Hoot”

30. 2. A systematic study and method.

31. 2. A systematic study and method.

32. 2. A systematic study and method.

33. 2. A systematic study and method.

34. 2. A systematic study and method.

35. 2. A systematic study and method.

36. 2. A systematic study and method.

37. 2. A systematic study and method.

38. 3. Knowledge through experience.

39. In your notes, please set up the data table below.
Type of Soda
Sodium (mg)
Calories
Sugar (gr)
Mass (g)
Volume (mL)
Density (g/mL)
Coke
235
Diet Coke
217

40. A good Scientist is…. -
Copyright © 2010 Ryan P. Murphy

41. Is safe!
Copyright © 2010 Ryan P. Murphy

42. Is safe!
Copyright © 2010 Ryan P. Murphy

43. Is accurate, precise and methodical.
Copyright © 2010 Ryan P. Murphy

44. Is unbiased, a seeker of the truth.
Copyright © 2010 Ryan P. Murphy

45. Can observe and question.
Copyright © 2010 Ryan P. Murphy

46. Can find solutions, reasons, and research.
Copyright © 2010 Ryan P. Murphy

47. Works in all weather conditions if safe.
Copyright © 2010 Ryan P. Murphy

48. Can overcome obstacles.
Copyright © 2010 Ryan P. Murphy

49. Collaborates (talks) with others.N F U N
Study
tonight
Do good
In science
Do your
work
Be nice
For Real T O D A Y
Science
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy

50. Science is a systematic attempt to get around human limitations.
Science tries to remove personal experience from the scientific process.

51. Science is a systematic attempt to get around human limitations.
Science tries to remove personal experience from the scientific process.
“I love Science

52. This data set makes me happy
Science is a systematic attempt to get around human limitations.
Science tries to remove personal experience from the scientific process.
“I love Science
This data set makes me happy

53. “This data set makes me happy.”
Science is a systematic attempt to get around human limitations.
Science tries to remove personal experience from the scientific process.
“I love Science.”
“This data set makes me happy.”
“I wanted better data.”

54. Science is a systematic attempt to get around human limitations.
Science tries to remove personal experience from the scientific process.
“I love Science.”
“This data set makes me happy.”
“Failure is not an option.”
“I wanted better data.”

55. Science is a systematic attempt to get around human limitations.
Science tries to remove personal experience from the scientific process.
“I love Science.”
“This data set makes me happy.”
“Failure is not an option.”
“I wanted better data.”

56. TRY AND WRITE WITHOUT PERSONAL PRONOUNS.
DO NOT USE…I, me, you, he, she, we, you, they, them, theirs, names, etc.

57. TRY AND WRITE WITHOUT PERSONAL PRONOUNS.
DO NOT USE…I, me, you, he, she, we, you, they, them, theirs, names, etc.

58. Do not end science writing with the words “The End
Do not end science writing with the words “The End.” Save that for Disney movies.

59. Activity! Please pass three items around the table three times.
Then write about your experience without using any personal pronouns.

60. Activity! Please pass three items around the table three times.
Then write about your experience without using any personal pronouns.

61. How the paragraph could have been written.

62. How the paragraph could have been written.
Three items were passed around the table in a random fashion. Each member of the table passed and contributed one item.

63. Activity! Find the personal pronouns in this poorly written example.
Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.

64. Activity! Find the personal pronouns in this poorly written example.
Our table group was asked to pass three items around.

65. Activity! Find the personal pronouns in this poorly written example.
Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook.

66. Activity! Find the personal pronouns in this poorly written example.
Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.

67. Activity! Find the personal pronouns in this poorly written example.
Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.

68. Answer! Find the personal pronouns in this poorly written example.
Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.
Copyright © 2010 Ryan P. Murphy

69. Answer! Find the personal pronouns in this poorly written example.
Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.

70. Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement 
Medicine: the science concerned with maintaining health and restoring it by treating disease 
Meteorology: study of the atmosphere that focuses on weather processes and forecasting 
Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes
Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals 
Molecular Biology: the study of biology at a molecular level.
Nuclear Physics: the branch of physics concerned with the nucleus of the atom
Neurology: the branch of medicine dealing with the nervous system and its disorders 
Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes

71. Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon-containing compounds 
Ornithology: the study of birds  
Paleontology: the study of life-forms existing in former geological time periods 
Petrology: the geological and chemical study of rocks
Physics: the study of the behavior and properties of matter 
Physiology: the study of the mechanical, physical, and biochemical functions of living organisms
Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes 
Seismology: the study of earthquakes and the movement of waves through the Earth
Taxonomy: the science of classification of animals and plants
Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes 
Zoology: the study of animals

72. Aerodynamics: the study of the motion of gas on objects and the forces created 
Anatomy: the study of the structure and organization of living things 
Anthropology: the study of human cultures both past and present  
Archaeology: the study of the material remains of cultures  
Astronomy: the study of celestial objects in the universe 
Astrophysics: the study of the physics of the universe
Bacteriology: the study of bacteria in relation to disease 
Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms
Biophysics: the application of theories and methods of the physical sciences to questions of biology 
Biology: the science that studies living organisms  
Botany: the scientific study of plant life 
Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms 
Chemistry: the science of matter and its interactions with energy and itself  
Climatology: the study of climates and investigations of its phenomena and causes 
Computer Science: the systematic study of computing systems and computation 
Ecology: the study of how organisms interact with each other and their environment 
Electronics: science and technology of electronic phenomena 
Engineering: the practical application of science to commerce or industry
Entomology: the study of insects  
Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment 
Forestry: the science of studying and managing forests and plantations, and related natural resources 
Genetics: the science of genes, heredity, and the variation of organisms 
Geology: the science of the Earth, its structure, and history
Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement 
Medicine: the science concerned with maintaining health and restoring it by treating disease 
Meteorology: study of the atmosphere that focuses on weather processes and forecasting 
Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes
Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals 
Molecular Biology: the study of biology at a molecular level.
Nuclear Physics: the branch of physics concerned with the nucleus of the atom
Neurology: the branch of medicine dealing with the nervous system and its disorders 
Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes
Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon-containing compounds 
Ornithology: the study of birds  
Paleontology: the study of life-forms existing in former geological time periods 
Petrology: the geological and chemical study of rocks
Physics: the study of the behavior and properties of matter 
Physiology: the study of the mechanical, physical, and biochemical functions of living organisms
Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes 
Seismology: the study of earthquakes and the movement of waves through the Earth
Taxonomy: the science of classification of animals and plants
Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes 
Zoology: the study of animals

73. They all use the Scientific Method
Aerodynamics: the study of the motion of gas on objects and the forces created 
Anatomy: the study of the structure and organization of living things 
Anthropology: the study of human cultures both past and present  
Archaeology: the study of the material remains of cultures  
Astronomy: the study of celestial objects in the universe 
Astrophysics: the study of the physics of the universe
Bacteriology: the study of bacteria in relation to disease 
Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms
Biophysics: the application of theories and methods of the physical sciences to questions of biology 
Biology: the science that studies living organisms  
Botany: the scientific study of plant life 
Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms 
Chemistry: the science of matter and its interactions with energy and itself  
Climatology: the study of climates and investigations of its phenomena and causes 
Computer Science: the systematic study of computing systems and computation 
Ecology: the study of how organisms interact with each other and their environment 
Electronics: science and technology of electronic phenomena 
Engineering: the practical application of science to commerce or industry
Entomology: the study of insects  
Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment 
Forestry: the science of studying and managing forests and plantations, and related natural resources 
Genetics: the science of genes, heredity, and the variation of organisms 
Geology: the science of the Earth, its structure, and history
Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement 
Medicine: the science concerned with maintaining health and restoring it by treating disease 
Meteorology: study of the atmosphere that focuses on weather processes and forecasting 
Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes
Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals 
Molecular Biology: the study of biology at a molecular level.
Nuclear Physics: the branch of physics concerned with the nucleus of the atom
Neurology: the branch of medicine dealing with the nervous system and its disorders 
Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes
Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon-containing compounds 
Ornithology: the study of birds  
Paleontology: the study of life-forms existing in former geological time periods 
Petrology: the geological and chemical study of rocks
Physics: the study of the behavior and properties of matter 
Physiology: the study of the mechanical, physical, and biochemical functions of living organisms
Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes 
Seismology: the study of earthquakes and the movement of waves through the Earth
Taxonomy: the science of classification of animals and plants
Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes 
Zoology: the study of animals
They all use
the Scientific Method

74. Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting).

75. Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting).

76. Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting).

77. Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting).

78. Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting).

79. Activity! Sketching out the scientific method.

80. Activity! Sketching out the scientific method.
This requires a full page and will look like the example on the next page when done.

81. the independent variable
Observe
Add to background information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Support
hypothesis
Reject
hypothesis
Everything in the
experiment should be
the same except for
the independent variable
which is the one thing
that is different.
Repeat
experiment
Do something
With the findings.
Copyright © 2010 Ryan P. Murphy

82. Observe
and question

83. Collect background information
Observe
Collect background information
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy

84. Observe
Collect background information
Form a
Hypothesis

85. Observe
Collect background information
Form a
Hypothesis
Create an
experiment with a
control group and
experimental group.

86. Observe
Collect background information
Form a
Hypothesis
Create an
experiment with a
control group and
experimental group.
Collect data

87. Observe
Collect background information
Form a
Hypothesis
Create an
experiment with a
control group and
experimental group.
Analyze the data
Collect data

88. Observe
Collect background information
Form a
Hypothesis
Create an
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Reject
hypothesis

89. Observe
Collect background information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Reject
hypothesis

90. Observe
Collect background information
Form a new
Hypothesis
Create a new
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Reject
hypothesis

91. Observe
Collect background information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Support
hypothesis
Reject
hypothesis

92. Observe
Collect background information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Support
hypothesis
Reject
hypothesis
Repeat
experiment

93. Observe
Collect background information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Support
hypothesis
Reject
hypothesis
Repeat
experiment

94. Observe
Collect background information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Support
hypothesis
Reject
hypothesis
Repeat
experiment
Do something
With the findings.

95. Observe
Add to background information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Support
hypothesis
Reject
hypothesis
Repeat
experiment
Do something
With the findings.

96. the independent variable
Observe
Add to background information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Support
hypothesis
Reject
hypothesis
Everything in the
experiment should be
the same except for
the independent variable
which is the one thing
that is different.
Repeat
experiment
Do something
With the findings.

97. the independent variable
Observe
Add to background information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Support
hypothesis
Reject
hypothesis
Everything in the
experiment should be
the same except for
the independent variable
which is the one thing
that is different.
Repeat
experiment
Do something
With the findings.

98. the independent variable
Learn more about the scientific method:
Observe
Add to background information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Support
hypothesis
Reject
hypothesis
Everything in the
experiment should be
the same except for
the independent variable
which is the one thing
that is different.
Repeat
experiment
Do something
With the findings.

99. Experiments search for cause and effect relationships in nature.

100. Experiments search for cause and effect relationships in nature.
These changing quantities are called variables.

101. Variable: Changing quantity of something.-

102. Variable: Changing quantity of something.-

103. Variable: Changing quantity of something.-

104. Variable: Changing quantity of something.-

105. Independent: (Change) The variable you have control over, what you can choose and manipulate.

106. Independent: (Change) The variable you have control over, what you can choose and manipulate.

107. Independent: (Change) The variable you have control over, what you can choose and manipulate.

108. Dependent: (Observe) What you measure in the experiment and what is affected during the experiment.

109. Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test.

110. Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test.

111. Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test.

112. Everything is exactly the same except for the independent variable
Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test.
Everything is exactly the same except for the independent variable

113. Height, number of leaves, flowers, etc
Problem
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Does fertilizer help a plant to grow
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

114. Height, number of leaves, flowers, etc
Problem
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Does fertilizer help a plant to grow?
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

115. Height, number of leaves, flowers, etc
Problem
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Does fertilizer help a plant to grow?
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

116. Height, number of leaves, flowers, etc
Problem
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Does fertilizer help a plant to grow?
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

117. Height, number of leaves, flowers, etc
Problem
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Does fertilizer help a plant to grow?
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

118. Height, number of leaves, flowers, etc
Problem
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Does fertilizer help a plant to grow?
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

119. Height, number of leaves, flowers, etc
Problem
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Does fertilizer help a plant to grow?
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

120. Height, number of leaves, flowers, etc
Problem
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Does fertilizer help a plant to grow?
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

121. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on his counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

122. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

123. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

124. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

125. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

126. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

127. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

128. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

129. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

130. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

131. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

132. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

133. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

134. Problem? = What minerals melt ice quickly?
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.
Everything is the same except for the minerals

135. Observation – Anything you can see, hear, smell, touch, taste, (Using your senses).

136. Observation Basics.
Our perceptions are not photographs, they are constructions - something that our minds manufacture.
What we perceive is partially determined by what we know or believe.
Constructive perception has survival value - it helps us make sense of the world.
So, seeing is not necessarily believing.
USE YOUR JOURNAL!

137. Observation Basics.
Our perceptions are not photographs, they are constructions - something that our minds manufacture.
What we perceive is partially determined by what we know or believe.
Constructive perception has survival value - it helps us make sense of the world.
So, seeing is not necessarily believing.
USE YOUR JOURNAL!

138. Observation Basics.
Our perceptions are not photographs, they are constructions - something that our minds manufacture.
What we perceive is partially determined by what we know or believe.
Constructive perception has survival value - it helps us make sense of the world.
So, seeing is not necessarily believing.
USE YOUR JOURNAL!

139. Observation Basics.
Our perceptions are not photographs, they are constructions - something that our minds manufacture.
What we perceive is partially determined by what we know or believe.
Constructive perception has survival value - it helps us make sense of the world.
So, seeing is not necessarily believing.
USE YOUR JOURNAL!

140. Observation Basics.
Our perceptions are not photographs, they are constructions - something that our minds manufacture.
What we perceive is partially determined by what we know or believe.
Constructive perception has survival value - it helps us make sense of the world.
So, seeing is not necessarily believing.
USE YOUR JOURNAL!

141. Observation Basics.
Our perceptions are not photographs, they are constructions - something that our minds manufacture.
What we perceive is partially determined by what we know or believe.
Constructive perception has survival value - it helps us make sense of the world.
So, seeing is not necessarily believing.
USE YOUR JOURNAL!

143. Do these red lines bend?

144. Do these red lines bend? NO

145. Inference: A conclusion based on your observations.

146. Activity! How well do you observe the world around you.
Observe each scene for 1 minute and then answer some questions afterward.
Copyright © 2010 Ryan P. Murphy

149. Questions about the previous scene.

150. Questions for the street scene.
How many vehicles were driving?
Two were driving, two were parked

151. Questions for the street scene.
How many vehicles were driving?
Two were driving, two were parked.

153. Questions for the street scene.
What type of vehicles were they?

154. Questions for the street scene.
What type of vehicles were they?
Utility van with no labels and small 4 door SUV.

156. Questions for the street scene.
What colors were they?

157. Questions for the street scene.
What colors were they?
Utility van was white, SUV was dark blue with no license plate on the front.

159. Questions for the street scene.
Was it raining?

161. Questions for the street scene.
Was it raining?
Answer: No. But the SUV’s wipers were on, conditions were overcast and the SUV could have just possibly come from the rain or driven through a sprinkler.

163. Questions for the street scene.
What was the speed limit?

164. Questions for the street scene.
What was the speed limit?
35 mph
What country is this picture in?

165. Questions for the street scene.
What was the speed limit?
35 mph
What country is this picture in?
The United States most likely because 35 mph is not Metric. The U.S. is one of the few countries to use the Old English System.

167. Questions for the street scene.
How many witnesses were there, what were they doing?

168. Questions for the street scene.
How many witnesses were there, what were they doing?
One witness, he was mowing the lawn.

170. Questions for the street scene.
What season was it?

171. Questions for the street scene.
What season was it?
Summer, the leaves were well established and green.

173. Questions for the street scene.
Two were driving, two were parked.
Utility van with no labels and small 4 door SUV.
Utility van was white, SUV was dark blue with no license plate on the front.
It was not raining.
35 mph (No Metric here, must be in the US)
One witness, he was mowing the lawn.
Summer, the leaves were well established and green.

174. Who is in this picture? Where?
Copyright © 2010 Ryan P. Murphy

178. “Never conclude a lab report with…”

179. “The End.”