1. Welcome Back!

2. Today Finish going over syllabus Look over course outline and rules/policies Introduce notebook Number pages 1-6 Paste table of contents onto page 1

3. Remember Always put the date on the page in the upper right or left corner (left for left, right for right).

4. Page 2 Personal notes This page is reserved for problems, questions, doodles you feel the need to jot down

5. Page 3 The beginning of each unit will have a cover page Page 3 is the cover page for unit 1.

6. Page 3 Unit 1: Scientific Inquiry Use your unit plan handout to enter the “sub units” on page 3. Leave equal space between these “sub units” to write key concepts

7. Page 4 Page 4 will be the title page for the first “sub unit” of unit 1, The Scientific Method.

8. First Assignment ?: List and describe terms associated with the scientific method.

9. Page 5 Complete the foldable and paste it onto page 5

10. Page 6-7 With your desk partner, come up with a problem and hypothesis and fill in the steps of the scientific method to try and test your hypothesis.

11. Example in Your Notebook Purpose/Problem: are some paper towels really more absorbant than others? Research: look at different brands for their claims, sheets/roll, and thickness. Hypothesis: if a paper towel is thicker than another brand, then it is more absorbent.

12. Experiment: Put two different brands of paper towels (one thicker one thinner) suspended across two desks with tape. Put a marble of equal mass on each towel. Drop one drop of water on each, one at a time, until one of the marbles drops to the floor. The towel that holds the marble the longest will be the most absorbent. Analysis: Towel A held the marble for 11 drops of water. Towel B held the marble for 9 drops of water. Conclusion: Towels A is the more absorbent towel. Share: Tell friends and family to buy towel A because they will get a better product. It is the more absorbent of the two paper towels

13. Let’s Experiment! Title page 8 in your notebook: Milk Tie-Dye 1: Purpose: To investigate how fat molecules interact with soap molecules 2: Research: Talk with you partner about what you know about soap and fat. Write this information under “research.” 3. Hypothesis: Hypothesize about what you think will happen when the soap is dropped onto colored fat/milk.

14. 4: Experiment: – Fill a small dish with ½ inch of half and half. – Let it settle-do not disturb it for a minute – Carefully, put a drop of each food color in the far corners of the dish…less is more! – Drop one drop of dish soap on the surface of the milk in the center of the dish..only one drop! And do not touch the dropper to the milk.

15. Observations to Keep in Mind What happens to the food coloring when you first put it on the milk? Why do you think that is? What happens when you add the drop of soap? What direction does the food color move when you first add the drop of soap? What direction does the food color move after the experiment has been running for a while? Does the movement go on forever? What happens? What happens if you add another drop of soap after the colors have stopped moving?

16. Analysis: Record and analyze the results of the experiment. Talk to your partner about your observations and write them down under “analysis.” Conclusion: based on your analysis, conclude whether your hypothesis was correct, incorrect, or inconclusive. Any of these is fine!

17. Lab Safety and Rules Cut and paste the Lab Rules onto the next blank page in your notebook. After you complete that, work on the word search with your partner.

18. Make a Poster! I will create 5 groups Each group will be responsible for reading a section on lab safety in their book and creating a poster displaying their procedures.

19. Poster Groups Group 1: Preparing for the Lab: Liz, Promise, JT, Fletcher Group 2: Performing the Lab: Aron, Lauren, Elise, Samuel Group 3: End of Lab Procedures: Win, Haley, Group 4: Safety in the Field: Jack, Sam, Jacob Group 5: In case of and Accident: Seth, MC

20. PREPARING FOR THE LAB: BEGIN PREPARING THE DAY BEFORE READ AND UNDERSTAND DIRECTIONS REVIEW SAFETY GUIDELINES FOR MATERIALS YOU WILL BE USING ASK YOUR TEACHER IF YOU ARE UNCLEAR ABOUT ANY DIRECTIONS

21. PERFORMING THE LAB CHIEF CONCERN IS SAFETY ALWAYS FOLLOW TEACHER’S INSTRUCTION NEVER TRY ANYTHING NOT IN INSTRUCTIONS BE FAMILIAR WITH THE SAFETY SYMBOLS KEEP WORK AREA CLEAN AND ORGANIZED DO NOT RUSH

22. END OF LAB PROCEDURES CLEAN UP YOUR WORK AREA TURN OFF/UNPLUG ALL EQUIPMENT DISPOSE OF MATERIALS PROPERLY WASH HANDS THOROUGHLY

23. SAFETY IN THE FIELD PLAN IN ADVANCE ALWAYS TELL AN ADULT WHERE YOU WILL BE NEVER WORK ALONE DRESS APPROPRIATELY USE COMMON SENSE

24. IN CASE OF AN ACCIDENT ALWAYS NOTIFY YOUR TEACHER CARRY OUT TEACHER’S DIRECTIONS QUICKLY KNOW LOCATION AND USE OF EMERGENCY EQUIPMENT KNOW YOUR FIRST AID PROCEDURES

25. FIRST AID BURNS: IMMERSE IN COLD WATER CUTS: COVER AND APPLY PRESSURE SPILLS ON SKIN: FLUSH WITH LOTS OF WATER OBJECT IN EYE: FLUSH WITH LOTS OF WATER

26. Brainstorm Models! Work with your desk partner and brainstorm in your notebook about: 1: what do we use scientific models for? 2: what are some examples of scientific models? 3: start thinking of a scientific model you two/three could make in class that would be educationally useful?

27. Scientific Models Scientific modelling is a scientific activity, the aim of which is to make a particular part or feature of the world easier to understand, define, quantify, visualize, or simulate.

28. Scientific Model Examples https://www.youtube.com/watch?v=3niR_- Kv4SM https://www.youtube.com/watch?v=3niR_- Kv4SM

29. Model Examples