1. Bellwork 9-1-2015

2.  Students will be able to describe the tools, skills, knowledge, and dispositions needed to conduct scientific inquiry.

3.  Can I infer cause and effect relationships?  Am I able to ensure ther eis no error or bias during scientific investigations?

4.  What do you already remember about cause and effect relationships?  Write down some examples of cause and effect scenarios in your scientist notebook.  You are outdoors. The sun shines brightly. A cold wind blows from the north. You shiver. Then you zip up your coat. Which pair of words represents a cause-and-effect relationship?  A scarf, shiver  B wind, shiver  C shiver, wind  D sun, shiver

8.  High Fructose Corn Syrup Commerical High Fructose Corn Syrup Commerical  What does this commercial tell us about high fructose corn syrup?  Yoplait High Fructose Corn Syrup Commercial Yoplait High Fructose Corn Syrup Commercial  What about this commercial?

9.  Assuming something to be true or false before testing it.  Influencing an experiment to get the desired results.  Why should bias be avoided in scientific research?

10.  1. In which example is bias most likely to be a factor?  A A scientist working for a government agency finds that a new drug is safe and effective.  B A scientist working for a chemical company finds that the company’s factory does not pollute a nearby river.  C Two groups of students follow the same procedure to test the effect of a fertilizer on plant growth. The two groups get similar results.  D Two groups of students follow the same procedure to test the effect of salt on the boiling point of water. The two groups get different results.

11.  If you had to explain bias to a younger sibling, what would you tell them?