Transcript WHAT IS LIFE? - Monterey Bay Aquarium Research Institute

THE EVIDENCE OF LIFE
Activity 2, Some Like It Hot
The Scientific Method
Testing Hypotheses
Summary
Understanding and applying the scientific
method is one of the key standards for
K-12 science. Through exploration of recent
scientific discoveries in microbial
oceanography and astrobiology, students
will utilize the process to explore the
definition of life, its requirements and
where it can be found.
Key Concepts
• Scientists utilize the scientific method to
understand the natural world.
• Making observations is the first step in this
process.
• Hypotheses are being formulated in the
frontiers of astrobiology and microbial
oceanography.
• Methods to test these hypotheses are
being invented as we speak.
Where might we find life?
Calculator.lnk
http://science.nasa.gov/headlines/y2003/02oct_goldilocks.htm
Objectives
• Students will look at novel evidence of life in
astrobiology and deep-sea rock
• Students with make observations and
hypothesize as the first steps in the Scientific
Method.
• Hypothesize the requirements of “living
organisms”
• Propose methods to test these hypotheses
• Formulate new hypotheses of what constitutes
“Life”
Materials
•
•
•
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Computers with Internet access
Wall memory sheets (24 x 36”)
Felt pens
Projector or photocopies of novel
environments for discussion
Procedures – Making Observations
Put up this image or provide photocopies to class. Explain
the yellow is a crack in a thin section of rock surface.
Martin
Fisk
7/23/08
Procedures: Making Observations
Pillow Lavas
Photo
Bill Chadwick,
NOAA
Photo
Jonathan Kaye,
UW
The source of
the image is
fossil rock (pillow
lava) from deep
ocean samples
dated at 30
million years old.
• Have the class
write a
description of the
magnified
section of rock
including
estimated
measurements.
Procedures – Forming Hypotheses
• Next show an 80 million years old sample with much
longer canals (next slide). Ask the students to augment
their descriptions. You may also tell them that scientists
found only fuzz (slight indentations into the yellow
cracks) in 8 year old pillow lava.
• Ask students to discuss ideas on what may have caused
these canals and the changes. Tell them a dye used to
detect DNA lights up along the canals (presence).
• Have them write their hypotheses (causative
explanations of observations). Remind them of the rock’s
sampling location. Ask what conditions or resources
living organisms require.
80 million year old sample
Procedures – Scientific Method
• Assign a journal or free-write on the way scientists learn.
Ask students to reflect on the process just completed.
• Brainstorm as a class collaboratively. Have students
revise their first write-up.
• Provide instruction or have students enlighten the
process using the following graphic organizers.
The Scientific Method or the Research Investigative Process
(R. Landsman 2001)
Making
Formulating and Posing
a Testable Research
Question
Observations
about events,
problems, issues,
people, things,
previous studies, etc.
Questions did not meet
Research Question criteria…not
a research question…must
Reformulate
Research
Question
Constructing on
Explanatory
Hypothesis
(Tentative answer)
Gathering
Background
Information
Research
Question
Answered
Research Question
not answered
(Proceed with
Research
Investigation)
Conduct study for
replication and
reliability purposes
No further
research
needed
Methods
Creation of Experimental Design
Subjects
Who
How to
Obtain
Materials
(Apparati, Supplies)
Procedure
(Step by step actions taken
to conduct study)
Results
Next Step
Data Collection
Quantitative
Data
Qualitative
Data
Action Plan
Data Analysis
Discussion and Conclusion
Discussion, Interpretation, and
Conclusion
Based on new
Observations,
repeat the process
Procedures – Conducting Background
Research
• Ask the class what their next step is. Have students
search the web for possible explanations of these
canals.
•
Direct them to the following websites:
•http://www.mbari.org/earth/2008/EARTHwksp.htm
•http://cmore.soest.hawaii.edu/
•http://astrobiology.nasa.gov/
•http://microbes.arc.nasa.gov/educators/webguest.html
•http://www.redorbit.com/news/space/443898/did_scientists
find_life_in_tiny_martian_tunnels/
•http://satftp.soest.hawaii.edu/space/hawaii/vfts/pele/
Procedures - Revising Hypotheses
• If students have not hypothesized that the tunneling is
related to microbial sources, introduce the idea and this
slide:
Procedures – Experimental Design
• Ask for individual or group revised hypotheses and
reasons for revisions. Require citations or URL’s.
• Working in assigned groups, have students propose
methods that scientists would use to test their
hypotheses. Remind them to refer to their Background
Research.
• Review the components prior to group work:
– subjects or what is being studied
– materials/equipment/supplies list
– procedures
Assessment
• Ask students to write their imagined
results and conclusion of their research
investigation. Assess alignment with
current research findings.
• Alternatively assign students a proposal
for a microbial experiment that includes all
the parts of the Scientific Method.
Additional Resources
• Robert Landsman, Research Investigative Process
http://findarticles.com/p/articles/mi_m0EIN/is_2006_Jan_5/ai_n26717166