1. Scientific Thinking Topic 1 Day 3

3. Today you will… O Evaluate the merits of scientific explanations produced by others. O Identify examples of scientific inferences made from observations.

4. Benchmarks SC.912.N.1.1 Define a problem based on a specific body of knowledge. SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations, and provide examples from the content being studied.

5. Essential Question How has the scientific method contributed to the development of modern science?

6. Scientific Method O Observation – Use five senses to gather information O Problem Statement – Observations lead to a question you’d like to answer O Research – Look up background information/prior knowledge O Hypothesis – A prediction of what you think is going to happen O Experiment/Procedures – Testing of the hypothesis O Data/Results – Recording the results of the experiment O Analysis (Interpretation) – Explanation of results collected O Conclusion – Summary of the experiment and stating whether or not hypothesis was supported O Communication – Publication of the experiment and results

7. THINK-WRITE-PAIR-SHARE Write some observations from this picture. Based on those observations write one logical explanation for what happened.

8. Observations vs. Inferences  Good science investigations and projects begin with detailed observations.  These observations, plus your natural curiosity, lead to effective problem statements.  What are some observations you can make about the picture above?  What are some inferences you can make about your observations?

10. Control vs Variables O Constants – All the factors that remain the same throughout experiment. O Independent (manipulated) – Only ONE factor being tested. (Test and Trials) O Dependent (responding) – The part of the experiment that responds to the change. The outcome of experiment. O Control – Part of the experiment that does NOT include the Independent Variable (except in living things) and is used for comparison.

11. DRY MIX O DRY – Dependent/Responding Variable on the Y-axis MIX DRY O MIX – Manipulated/Independent Variable on the X-axis

12. Graphing 101 Label (units) Title: MV vs RV  Use graphing paper.  Must be large, at least half the page  Graph parts  Must have a Title  Axis: X & Y must have Labels and units.  Plot the data correctly and connect the points (Don’t extend beyond the points)  If a legend is needed include it somewhere within the graph  Axis must be in equal increments  Choice of type of graph  Line graphs are used to track changes over time, length, volume, concentration, etc.  Bar graphs are used to compare groups of things or large changes of time

13. Quantitative vs Qualitative Qualitative = Quality (descriptions) Quantitative = Quantity (amounts)

14. Relationships between Variables O Directly Proportional: If the relationship is direct, then as your x value increases, your y value increases. On a graph, this would be a positive slope and the graph would increase from left to right. O Inversely Proportional: If the relationship is inverse, then as your x value increases, your y value decreases. O Trend: O Upward trend: there has been a steady/sudden/dramatic increase. O Downward trend: there has been a steady.....decrease. O Stable: the graph displays a stable growth pattern.

15. If M.V. (I.V.) then R.V. (D.V.) Because Increases or Decreases Increases Or Decreases Title for a graph: M.V. (I.V.) vs R.V. (D.V.) Relationship between the variables: The relationship between the variables is Therefore, as the M.V. (I.V.), the R.V. (D.V.) Increases or Decreases Increases Stays constant Decreases Directly proportional or Inversely proportional Hypothesis:

16. SCIENTIFIC METHOD STATIONS

17. Seed Germination Lab O It’s not easy to tell if a seed is “dead.” Only if it fails to germinate when provided the proper conditions and any dormancy mechanisms are broken can we consider a seed “dead.” Seed companies typically test the germination of seeds before sale. The results of these tests, the germination percentage, are typically provided on a seed packet. O The radish (Raphanus sativus) is an edible root vegetable of the Brassicaceae family that was domesticated in Europe in pre-Roman times. They are grown and consumed throughout the world. Radishes have numerous varieties, varying in size, color and duration of required cultivation time. There are some radishes that are grown for their seeds; oilseed radishes are grown, as the name implies, for oil production. Radish can sprout from seed to small plant in as little as 3 days.

18. PROBLEM STATEMENTS O Water O Is water essential for germination? O Does salt water affect seed germination? O Light O Is light essential for seeds to germinate? O Air O Do seeds need air to germinate? O Soil O Is soil necessary for seed germination? O Seed O How does the number of seeds affect germination rates? O pH O How does acidity affect seed germination?

19. Now It’s Your Turn O Pre-Lab: Set Up Seed Germination O Write the Following parts of your lab report in class O Title O Problem Statement O Introduction O Hypothesis O Materials O Procedures O Finish for HW. MUST BE COMPLETED in order to do lab next class.

20. Exit Ticket 1. Which of these inferences is BEST supported by observations of this animal? a. The animal spends much of its time digging. b. This animal usually hunts for food at night. c. This animal is herbivorous. d. This animal has poor hearing. 2. If a student needs to do research on heredity for a science project, which of these sources is the most reliable resource a. A weekly magazine. b. A newspaper tabloid. c. A national newspaper. d. A professional journal. 3. Hypothesis: If pine seeds are exposed to a forest fire, then there is an increase in their germination rate because their coat is thinner and quicker to germinate. Based on the hypothesis above, the most valid and reliable test of this hypothesis would include an experimental group of pine seeds that was recovered from a fire area and pine seeds that were a. germinated after a fire. b. tolerant of fire. c. found before a fire. d. placed in a fire.