Transcript The Scientific Method

CATALYST #2
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What 2 lab safety rules do you think are the most
important and why?
Pick up from the table:
Making Slime Lab
 Scientific Method Guided Notes
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Take out your homework and leave it on your
desk!
AGENDA
1)
2)
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5)
Review focus
Go over lab safety worksheet
Making Slime
Scientific Method notes
Exit ticket
MAKING SLIME
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In your lab groups, it will be your job to
create slime
I am specifically not telling you how to make it
and as a group, you must figure it out.
You will have a TOTAL of 40 minutes to complete
the entire activity.
You MUST have one person recording how you
make it as you make it. Everyone afterwards
will have to copy it onto their paper
MAKING SLIME CONTINUED.
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When you are finished, you must clean up your
area so it looks as it did before we started
ANSWER question #1 before you begin working
on the lab, INDEPENDENTLY
THE SCIENTIFIC METHOD
How do we think like a scientist?
WE WILL BE ABLE TO:
Understand why we use the scientific method
 Apply the scientific method to an experiment
 Demonstrate proper lab safety procedures
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Standard
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Students will identify and investigate problems
scientifically.
SCIENTIFIC METHOD
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Inquiry
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The search for information and explanation of that
information
The process of inquiry and investigation that
researchers use to gain knowledge is the
scientific method.
 We use scientific method to help us
understand the world around us better.
 Science
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The word Science is derived from
Latin and means “to know”
SCIENTIFIC METHOD
1. Suggest reasonable hypotheses for identified
problems.
 2. Develop procedures for solving scientific problems.
 3. Collect, organize and record appropriate data.
 4. Graphically compare and analyze data points and/or
summary statistics.
 5. Develop reasonable conclusions based on data
collected.
 6. Evaluate whether conclusions are reasonable by
reviewing the process and checking against other
available information.
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STEP 1: SUGGEST REASONABLE HYPOTHESES
FOR IDENTIFIED PROBLEMS.
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First, identify the problem
Ask yourself: What am I trying to figure out?
Example: You and your friend can make the same
number of jump-shots in two minutes. Will your
jump-shot get better if you practice?
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Hypothesis= educated guess
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A possible explanation of observations
A suggested solution to a problem
A possible answer to a problem
If….then…..
Example: I hypothesize (or guess) that if you practice more, then
your jump-shot will get better.
**Goal of any experiment is to prove or disprove
your hypothesis.**
STEP 2: DEVELOP PROCEDURES FOR
SOLVING SCIENTIFIC PROBLEMS.
 Procedures=
Steps
 How can I figure out how to find an
answer to my question?
 Important Points for Procedure
 Conditions
 Variables
CONDITIONS
Experimental Group
 The condition where we change what we are testing
for
 Example: If I am testing to see if my jump-shot will
get better with practice, then my experimental
condition will be practicing my jump-shot.
 Control Group
 The condition that will not change what we are
testing for
 Example: If I am testing to see if your jump-shot
will get better with practice, then my control
condition will be not practicing.
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!!IMPORTANT!!!
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only way you will be able to tell if your
hypothesis is correct is if you see a
difference between the experimental
condition and the control condition
Example: Is there a difference between the
shooter that practices and the one that doesn’t?
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QUICK CHECK
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Jaquan and his twin sister Jaquita have acne. They
want to see if their acne will clear up if they stop
eating greasy food. They decide that Jaquita will stop
eating greasy food and Jaquan will continue to enjoy
his french fries and chicken fingers.
Which group is the experimental (test) group?
 Which group is the control group?
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VARIABLES
 The
ONLY things that can change in
an experiment.
 EVERYTHING ELSE MUST BE
THE SAME!
INDEPENDENT VARIABLE
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The variable that you manipulate, or
change
Also called the manipulated variable
What are you changing to get a result?
Most common: Time, Temperature
Our example: Practice
DEPENDENT VARIABLE
Responses or answers you get from the
experiment because they DEPEND on what
happens in the experiment
 What will you be measuring at the end of the
experiment?
 The OUTCOME
 Our example: The number of jump-shots made
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QUICK CHECK
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Which is the DEPENDENT variable and which is
the INDEPENDENT variable?
Hypothesis: If Jamal wears baggy pants, then he
will get less dates.
 What things are changing?
 Which one are we manipulating?
 Which one depends on what happens during the
experiment?
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STEP 3: COLLECT, ORGANIZE AND RECORD
APPROPRIATE DATA.
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HOW am I going to collect my data?
 What units am I going to use?
 Example: Will your jump-shot get better if you
practice?
 How do we measure “better”?
 More jump-shots! A better shooter will
make more jump-shots.
 Units= Number of jump-shots made (not how
many you try to make)
 How do I physically collect data?
 Observations
OBSERVATIONS
Using one or more of the senses to gather
information
 Two types
 Quantitative
 NUMBERS
 Example: How many jump-shots you see the
shooter make
 Qualitative
 Descriptions (cannot be easily measured or
counted)
 Example: See if the baskets “swish” in or
bounce against the backboard
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OBSERVATION VS. INFERENCE
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Observation
Something you gather with one or more of your
senses
 Example: LeBron makes 90% of his jump-shots.
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Inference
A conclusion you make based on observations
 Example: LeBron must just be naturally good at
basketball
 This is NOT an observation!
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STEP 4: GRAPHICALLY COMPARE AND ANALYZE
DATA POINTS AND/OR SUMMARY STATISTICS.
Condition
Average Number of Jump-Shots
Practice
15
No Practice
5
STEP 4: GRAPHICALLY COMPARE AND ANALYZE
DATA POINTS AND/OR SUMMARY STATISTICS.
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This means create a visual representation of your
data so that the results are easy to see.
Average Number of Jump-Shots
16
14
12
10
8
6
4
2
0
Average Number
of Jump-Shots
Practice
No Practice
STEP 5: DEVELOP REASONABLE
CONCLUSIONS BASED ON DATA
COLLECTED.
 Remember:
The groups started out
making the same number of jumpshots. One group practiced and the
other didn’t.
STEP 6: . EVALUATE WHETHER CONCLUSIONS
ARE REASONABLE BY REVIEWING THE PROCESS
AND CHECKING AGAINST OTHER AVAILABLE
INFORMATION.
Evaluate! Evaluate! Evaluate!
 We will practice evaluating other experiments so
that we know how to evaluate our own work.
 The experiment has to be carefully constructed so
that other scientists can replicate it to test
its validity and reliability
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EXIT TICKET
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Please take out a separate sheet of paper.
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On top, write your name and your block #
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Number 1-5
1) WHAT IS A HYPOTHESIS?
A.) the longest side of a traingle
B.) a guess based on chance
C.) an educated guess
D.) the problem
A drug company wants to see if their pill
makes people lose weight. One group gets
their weight-loss pill and the other group gets
a sugar pill, or a placebo.
2)
WHICH GROUP IS THE TEST GROUP?
A.) the group that took the weight loss pill
B.) the group that took the sugar pill
C.) both groups are test groups
D.) neither group is a test group
3) A drug company wants to see if their pill
makes people lose weight. One group gets
their weight-loss pill and the other group gets
a sugar pill, or a placebo.
WHICH GROUP IS THE CONTROL GROUP?
A.) the group that took the weight loss pill
B.) the group that took the placebo (sugar pill)
C.) both groups are control groups
D.) neither group is a control group
4) AT WARMER TEMPERATURES, MOLD WILL GROW
FASTER ON BREAD. WHAT IS THE INDEPENDENT
VARIABLE?
A.) temperature
B.) growth of mold
C.) the bread
5) AT WARMER TEMPERATURES, MOLD WILL GROW
FASTER ON BREAD. WHAT IS THE DEPENDENT
VARIABLE?
A.) the temperature
B.) the mold
C.) the bread