Transcript Big Idea 1 : The Practice of Science

Big Idea 1 : The Practice
of Science
Description
A: Scientific inquiry is a multifaceted activity; The processes of science include
the formulation of scientifically investigable questions, construction of
investigations into those questions, the collection of appropriate data, the
evaluation of the meaning of those data, and the communication of this
evaluation.
B: The processes of science frequently do not correspond to the traditional
portrayal of "the scientific method ."
C: Scientific argumentation is a necessary part of scientific inquiry and plays an
important role in the generation and validation of scientific knowledge.
D: Scientific knowledge is based on observation and inference; it is important
to recognize that these are very different things. Not only does science require
creativity in its methods and processes but also in its questions and
explanations.
Benchmark Number &
Descriptor
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SC.6.N.1.1
Define a problem from the sixth grade curriculum, use appropriate reference
materials to support scientific understanding, plan and carry out scientific
investigation of various types, such as systematic observations or
experiments, identify variables, collect and organize data, interpret data in
charts, tables, and graphics, analyze information, make predictions, and
defend conclusions.
SC.6.N.1.2
Explain why scientific investigations should be replicable.
SC.6.N.1.3
Explain the difference between an experiment and other types of scientific
investigation, and explain the relative benefits and limitations of each.
SC.6.N.1.4
Discuss, compare, and negotiate methods used, results obtained, and
explanations among groups of students conducting the same investigation.
SC.6.N.1.5
Recognize that science involves creativity, not just in designing experiments,
but also in creating explanations that fit evidence.
ARE YOU SURE?
Problem/Question
Observation/Research
Formulate a Hypothesis
Experiment
Collect and Analyze Results
Conclusion
Communicate the Results
SCIENTIFIC METHOD
RECOGNIZE THE
PROBLEM
• Know what you
are trying to
figure out.
• Make sure it is
something
testable.
RESEARCH THE
PROBLEM
• Use computers,
books, and
newspapers.
• Know what other
scientists say
about the
problem.
SCIENTIFIC METHOD
FORM A
HYPOTHESIS
• Have an
educated guess
about what you
think the outcome
of the experiment
should be.
– This is a guess; it is
ok if at the end it is
wrong.
DESIGN AN
EXPERIMENT
• Choose your
materials.
• Choose your
variables.
SCIENTIFIC METHOD
PERFORM THE
EXPERIMENT
• Collect the data.
REPLICATION
•
• Repeat multiple times.
– Replication
•
In order to assert that a natural
phenomenon is experimentally
demonstrable we need, not an
isolated record, but a reliable
method of procedure. In relation
to the test of significance we may
say that a phenomenon is
experimentally demonstrable
when we know how to conduct
an experiment which will rarely
fail to give us a statistically
significant result.
–
R.A. Fisher, The Design of Experiments
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Replication is a very
important part of the
scientific method.
Experiments must be
replicable by other
people.
If a scientists wants their
findings to be viewed,
some other person must
be able to do the same
experiments to see if
he/she comes up with the
same results.
SCIENTIFIC METHOD
ANALYZE THE DATA
CONCLUSION
• Create charts
and graphs to
organize findings.
• Look for
similarities and
differences in the
information you
gathered.
• Summarize your
findings.
• Compare findings to
original hypothesis.
• If someone else does
the same exact
experiment, but gets a
different result, the
experiment should be
repeated multiple times
to confirm the data.
KNOWLEDGE CHECK
•
Zelda decided to see if
some breeds of dogs learn
behavior faster then
others. She used her St.
Bernard, and asked her
neighbors if she could
borrow a Poodle, German
Shepherd, Chihuahua, and
a Fox Terrier for an hour
each. In the basement of
her home, she taught them
to sit and then to shake
hands, using “Dawg
Treats” as a reward. She
repeated her “lessons” to
each dog two times.
1. What is the
problem of her
experiment?
2. Why did Zelda
repeat her
experiment twice?
3. What are the
constants in her
experiment?
KNOWLEDGE CHECK
•
Zelda decided to see if
some breeds of dogs learn
behavior faster then
others. She used her St.
Bernard, and asked her
neighbors if she could
borrow a Poodle, German
Shepherd, Chihuahua, and
a Fox Terrier for an hour
each. In the basement of
her home, she taught them
to sit and then to shake
hands, using “Dawg
Treats” as a reward. She
repeated her “lessons” to
each dog two times.
1.
2.
3.
What is the problem of her
experiment? She wanted to
see if some breeds of dogs
learn behavior faster then
others.
Why did Zelda repeat her
experiment twice? In order to
validate her results, Zelda
did the experiment twice.
What are the constants in
her experiment? Same
location. Same type of treats.
Same tricks taught.
SCIENTIFIC METHOD
EXAMPLE
SCIENTIFIC METHOD
PROBLEM/QUESTION
• John wants to know
what makes bread rise.
• John wonders if the
amount of sugar used in
the recipe will affect the
size of the bread loaf?
RESEARCH
• John researches
the areas of baking
and fermentation
and tries to come
up with a way to
test his question.
SCIENTIFIC METHOD
EXPERIMENT
HYPOTHESIS
•
•“If more sugar is added,
then the bread will rise
higher.”
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•
John writes out his
procedure for his
experiment along with a
materials list in his
journal.
Independent Variable:
Amount of sugar
Dependent Variable: Size
of the loaf of bread.
Constants: bread recipe,
oven used, rise time,
brand of ingredients,
cooking time.
SCIENTIFIC METHOD
DATA: Size of Bread
Loaf (cm3)
amt of
Sugar
(g.)
1
2
3
Avera
ge
Size
(cm3)
25
50
100
250
500
768
744
761
758
1296
1188
1296
1260
1188
1080
1080
1116
672
576
588
612
432
504
360
432
CONCLUSION
• John rejects his
hypothesis but
decides to re-test
using sugar
amounts between
50g. and 100g.
ANOTHER WAY?
PROBLEM SOLVING
• Scientists solve problems:
– Making observations
– Research
– Experimenting
– Creating models
• Although the Scientific Method is a
tailored process, not every problem is
solved using the system.
PROBLEM SOLVING
OBSERVATIONS
RESEARCH
• Sometimes looking around
you and keeping a log can
help answer questions you
may have.
• Pro’s: Easy, simple, cost
effective
• Con’s: Conflicting
viewpoints may occur
because we all see the
world differently. We all
have beliefs, biases, and
perceptions that cause us
to view things the way we
do.
• If a scientist has a
question, he/she may
turned to books,
magazines,
encyclopedias, or the
computer.
• Pro’s: Cost effective,
easy access
• Con’s: Unfortunately not
everything published is
reliable, especially on
the internet. Caution is
needed.
PROBLEM SOLVING
EXPERIMENTING
MODELS
• To answer a question, an
experiment may helpful.
• Your experiment must be
something you can repeat
to get accurate answers.
• Pro’s: First hand results.
• Con’s: Can be costly, may
need specialized
equipment/room
• To help demonstrate a
problem or a way to
solve it, models can be
built.
• Pro’s: Hands on, reallife application
• Con’s: May take a long
time to build and adjust.
Materials may be hard to
find or costly.
KNOWLEDGE CHECK
• List 3 ways, other then
scientific method, that
scientists can use in order to
solve problems. List a pro and
con for each.
KNOWLEDGE CHECK
• List 3 ways, other then scientific method, that
scientists can use in order to solve problems.
List a pro and con for each.
1.
Observation: Pro – easy access; Con –
Bias opinions
2.
Research: Pro – experimenting has
already been done; Con – Not always
reliable, especially the internet
3.
Models: Pro – hands-on problem solving;
Con – money, materials
I DON’T GET IT!
CREATIVITY
• Sometimes people
just do not
understand what is
being explained in
science.
• This is true
especially when
ideas and theories
can not be
experimented on
first hand.
EXAMPLES:
– We cannot show
a star/planet in
the classroom.
– We cannot
demonstrate
Newton’s 1st law
since friction is
always present.
CREATIVITY
• Scientists must
sometimes become
very creative in
ways they present
their information.
• If information is not
conveyed in a
logical manner,
students may not
believe.
• Science is in a way
another form of art.
– It is the art of observation
and interpretation.
• Scientists must
continually evaluate and
sometimes rethink their
ideas.
• Sometimes it is
necessary to abandon
old concepts for
radically new ones.
CREATIVITY
• When formulating a successful
theory, or performing a successful
experiment, a scientist creates a
new canvas through which we
can all observe the world in a new
light.
– http://theory.uwinnipeg.ca/mod_tech
/node5.html
KNOWLEDGE CHECK
• Why is it important to be
creative when describing
scientific ideas?
• Give an example of a
theory/law which cannot be
100% proven in a classroom
setting.
KNOWLEDGE CHECK
• Why is it important to be creative when describing
scientific ideas? Sometimes we do not have the ability
to show or do an experiment on a topic. Instead,
students must believe what we say. The more creative
our explanations are, the better understanding they will
have.
• Give an example of a theory/law which cannot be
.
100% proven in a classroom setting Newton’s 1st law
states objects in motion will remain on motion unless
acted upon by an outside force. Since friction is always
present on Earth, this cannot be demonstrated.