1. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu To View the presentation as a slideshow with effects select “View” on the menu bar and click on “Slide Show.” To advance through the presentation, click the right-arrow key or the space bar. From the resources slide, click on any resource to see a presentation for that resource. From the Chapter menu screen click on any lesson to go directly to that lesson’s presentation. You may exit the slide show at any time by pressing the Esc key. How to Use This Presentation

2. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter Presentation TransparenciesStandardized Test Prep Image and Activity Bank Resources

3. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Tools of Environmental Science Chapter 2 Table of Contents Section 1 Scientific Methods Section 2 Statistics and Models Section 3 Making Informed Decisions

4. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Warm Up What are two differences between a developed and undeveloped nation? What are two non-renewable resources? Why is it important that we study environmental science?

5. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 Scientific Methods Objectives List and describe the steps of the experimental method. Describe why a good hypothesis is not simply a guess. Describe the two essential parts of a good experiment. Describe how scientists study subjects in which experiments are not possible. Explain the importance of curiosity and imagination in science. Chapter 2

6. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Warm up What are two steps in the scientific method? What is an observation? What is a variable?

7. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Warm Up What is a hypothesis? How do we test our hypothesis? Why is it important to study environmental science?

8. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu The Experimental Method This method consists of a series of steps that scientists worldwide use to identify and answer questions. Chapter 2 Section 1 Scientific Methods

9. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Observing Observation is the process of obtaining information by using the senses as well as the information obtained by using the senses. First Step Chapter 2 Section 1 Scientific Methods

10. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Hypothesizing and Predicting A hypothesis is a theory or explanation that is based on observations and that can be tested. Forming a hypothesis is the second step of the experimental method. Chapter 2 Section 1 Scientific Methods

11. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Hypothesizing and Predicting Predictions are statements made in advance that express the results that will be obtained from testing a hypothesis if the hypothesis is supported. A prediction is used to test a hypothesis. Chapter 2 Section 1 Scientific Methods

12. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Experimenting Experiments are procedures that are carried out under controlled conditions to discover, demonstrate, or test a fact, theory, or general truth. Chapter 2 Section 1 Scientific Methods

13. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Experimenting The variable is the factor that changes in an experiment in order to test a hypothesis. Chapter 2 Section 1 Scientific Methods

14. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Organizing and Analyzing Data Data is any pieces of information acquired through observation or experimentation. Chapter 2 Section 1 Scientific Methods

15. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Organizing and Analyzing Data Bar graphs are useful for comparing the data for several things in one graph. Chapter 2 Section 1 Scientific Methods

16. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Drawing Conclusions Scientists determine the results of their experiment by analyzing their data and comparing the outcome of their experiments with their prediction. Chapter 2 Section 1 Scientific Methods

17. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 Statistics and Models Objectives Explain how scientists use statistics. Explain why the size of a statistical sample is important. Describe three types of models commonly used by scientists. Explain the relationship between probability and risk. Explain the importance of conceptual models and mathematical models. Chapter 2

18. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Warm Up What is probability? What is the fifth step in the scientific method? What is statistics?

19. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Warm UP What is something we use statistics for? What is a risk? What does sustainability mean?

20. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu How Scientists use Statistics Statistics is the collection and classification of data that are in the form of numbers. Scientists rely on and use statistics to summarize, characterize, analyze, and compare data. Chapter 2 Section 2 Statistics and Models

21. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu What is the Average? A mean is the number obtained by adding up the data for a given characteristic and dividing this sum by the number of individuals. Chapter 2 Section 2 Statistics and Models

22. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Distribution Distribution is the relative arrangement of the members of a statistical population, and is usually shown in a graph. The graphs of many characteristics of populations, such as the heights of people, form bell-shaped curves. Chapter 2 Section 2 Statistics and Models

23. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Distribution Chapter 2 Section 2 Statistics and Models

24. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu What is the Probability? Probability is the likelihood that a possible future event will occur in any given instance of the event Probability is usually expressed as a number between 0 and 1 and written as a decimal rather than as a fraction. Chapter 2 Section 2 Statistics and Models

25. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Thinking About Risk Risk is the probability of an unwanted outcome. Chapter 2 Section 2 Statistics and Models

26. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Thinking About Risk Chapter 2 Section 2 Statistics and Models

27. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Models Models are patterns, plans, representations, or descriptions designed to show the structure or workings of an object, system or concept. Chapter 2 Section 2 Statistics and Models

28. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Physical Models Physical models are three-dimensional models you can touch. One of the most famous physical models was used to discover the structure of DNA. Chapter 2 Section 2 Statistics and Models

29. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Graphical Models Maps and charts are the most common examples of graphical models. Scientists use graphical models to show things such as the position of the starts, the amount of forest cover in a given area, and the depth of the water in a river or along a coast. Chapter 2 Section 2 Statistics and Models

30. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Conceptual Models Conceptual models are verbal or graphical explanations for how a system work or is organized. A flow-chart diagram is an example of a conceptual model. A flow-chart uses boxes linked by arrows to illustrate what a system contains, how those contents are organized, and how they affect one another. Chapter 2 Section 2 Statistics and Models

31. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Conceptual Model Chapter 2 Section 2 Statistics and Models

32. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Conceptual Models Conceptual models can also be verbal descriptions or even drawings. For example, one conceptual model of the structure of an atom describes the atom as one large ball being circled by several smaller balls. This illustrates another point, that a model can be more than one type. An atomic model made using plastic balls is both a conceptual and physical model. Chapter 2 Section 2 Statistics and Models

33. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Mathematical Models Mathematical models are one or more equations that represent the way system or process works. Mathematical models are especially useful in cases with may variable, such as the many things that affect the weather. Chapter 2 Section 2 Statistics and Models

34. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Mathematical Models Although mathematical models use number and equations, they are not always right. People are the ones who interpret the data and write the equations. So, if the data or the equations are wrong, the model will not be realistic and will provide incorrect information. Like all models, mathematical models are only as good as the data that went into building them. Chapter 2 Section 2 Statistics and Models

35. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Mathematical Models Scientists use mathematical models to create amazing, as well as useful images. “False color” satellite images are created using mathematical models. Scientists use the models to relate the amount of energy reflected from objects to the objects’ physical condition. Chapter 2 Section 2 Statistics and Models

36. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Making Informed Decisions Objectives Describe three values that people consider when making decisions about the environment. Describe the four steps in a simple environmental decision-making model. Compare the short-term and long-term consequences of two decisions regarding a hypothetical environmental issue. Chapter 2

37. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Values and the Environment Scientific research is an essential first step in solving environmental problems. However, before research can begin, an examination of values is usually needed. Values are principles or standards that an individual considers to be important. There are many values that affect environmental decision making. Chapter 2 Section 3 Making Informed Decisions

38. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Values that Affect Environmental Decision Making Section 3 Making Informed Decisions Chapter 2

39. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu An Environmental Decision-Making Model A decision-making model is a conceptual model that provides a systematic process for making decisions. Decision-making models can be used to help you make decisions about environmental issues which can be very difficult. Chapter 2 Section 3 Making Informed Decisions

40. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Decision-Making Model Chapter 2 Section 3 Making Informed Decisions

41. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu A Decision-Making Model The first step in the model is to gather information. This includes things such as watching news reports, and talking to experts. Second, consider which values apply to the issue. Next, explore the consequences of each option. Finally, evaluate all of the information and make a decision. Chapter 2 Section 3 Making Informed Decisions

42. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu A Hypothetical Situation The golden-cheeked warbler population is declining in Valley County. The town of Pleasanton, in Valley County, is growing rapidly, and much of the new development is occurring outside the city limits. Biologists who have been studying the warbler warn county officials that if they do not take action, the state fish and wildlife service may list the bird as an endangered species. Chapter 2 Section 3 Making Informed Decisions

43. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu A Hypothetical Situation Several groups join together to propose that the county buy several hundred acres of land where the birds are known to breed and save the land as a nature preserve. Chapter 2 Section 3 Making Informed Decisions

44. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu A Hypothetical Situation The group also proposes limiting development on land surrounding the preserve. The group obtains enough petitions to put the issue to a vote, and the public begins to discuss the proposal. Chapter 2 Section 3 Making Informed Decisions

45. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu A Hypothetical Situation People who own property within the proposed preserve oppose the plan. These property owners have an economic interest in the situation. They believe that they will lose money if they are forced to sell their land to the county instead of developing it. Other residents do not like the idea of more government regulations on how private property can be used. Chapter 2 Section 3 Making Informed Decisions

46. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu A Hypothetical Situation Other landowners support the plan and fear that without the preserve the warbler will be listed as an endangered species. Once listed as endangered, the state will impose a plan to protect the bird that will require even stricter limits on land development. People who have land near the preserve think that their land will increase in value. Many residents also look forward to hiking and camping in the preserve. Chapter 2 Section 3 Making Informed Decisions

47. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu How to Use the Decision-Making Model The hypothetical situation in Pleasanton can be used to illustrate how to use the decision-making model. Michael Price is a voter in Valley County who will vote on whether the county should create the nature preserve. The steps Michael took to make his decision follow. Chapter 2 Section 3 Making Informed Decisions

48. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Gather Information Michael studied the warbler issue thoroughly by watching local news reports, reading the newspaper, learning more about the golden-cheeked warblers from various Websites, and attended forums where the issue was discussed. Several of the arguments on both sides made sense to him. Chapter 2 Section 3 Making Informed Decisions

49. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Gather Information Michael also gathered scientific information that included graphs of the decline of the warbler population. Chapter 2 Section 3 Making Informed Decisions

50. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Consider Values Michael made a table to help him clarify his thoughts and values. Michael considered the environmental, economic, and recreational values of the preserve. He believed thee to be important, but someone else might have thought other values were more important to consider. Chapter 2 Section 3 Making Informed Decisions

51. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Should the Valley County Set Aside a Nature Preserve? Chapter 2 Section 3 Making Informed Decisions

52. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Explore Consequences Michael decides that in the short term, the positive and negative consequences listed in his table were almost equally balanced. For example, some people would suffer financially from the plan, but others would benefit. Also, taxpayers would have to pay for the preserve, yet all residents would have access the previously private property. Chapter 2 Section 3 Making Informed Decisions

53. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Explore the Consequences It was the long term consequences that allowed Michael to make his decision. Michael realized that the environmental values were an important factor in his decision. The thought of the warbler becoming extinct distressed him, and protecting the habitat now would be less costly that protecting it later under a state imposed plan. Chapter 2 Section 3 Making Informed Decisions

54. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Explore Consequences Michael considered that there were long term benefits as well. He had read that property values were rising rapidly in counties where land was preserved for recreation. He also found that people would pay more to live in counties that have open spaces. Chapter 2 Section 3 Making Informed Decisions

55. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Explore Consequences Because the county contained little preserved land, Michael thought that creating the preserve would bring the county long-term economic benefits. He also highly valued the aesthetic and recreational benefits of the preserve, such as walking trails. Chapter 2 Section 3 Making Informed Decisions

56. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Make a Decision Michael chose to vote in favor of the nature preserve. However, someone else who looked at the same table of pros and cons might have voted differently. If you lived in Valley County, how would you have voted? Chapter 2 Section 3 Making Informed Decisions

57. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Make a Decision As you learn about issues affecting the environments, us this decision-making model as a starting point to making your decisions. Be sure to consider you values, weigh the pros and cons, and keep in mind both the short-term and long- term consequences of your decision. Chapter 2 Section 3 Making Informed Decisions

58. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Bellringer Chapter 2 Section 1 Scientific Methods

59. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Rainfall and Tree Ring Width Chapter 2 Section 1 Scientific Methods

60. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu John Snow’s Cholera Spot Map Chapter 2 Section 1 Scientific Methods

61. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Bellringer Chapter 2 Section 2 Statistics and Models

62. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Size Distribution of Dwarf Wedge Mussels Chapter 2 Section 2 Statistics and Models

63. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Conceptual Model of Mercury Contamination Chapter 2 Section 2 Statistics and Models

64. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Bellringer Chapter 2 Section 3 Making Informed Decisions

65. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice Standardized Test Prep Chapter 2 1. How would a scientist categorize a testable explanation for an observation? A.a correlation B.an experiment C.an hypothesis D.a prediction

66. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice 1. How would a scientist categorize a testable explanation for an observation? A.a correlation B.an experiment C.an hypothesis D.a prediction Standardized Test Prep Chapter 2

67. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice, continued 2.What happens when an observation is submitted for peer review? F.The article is proofread before it is published. G.A professor gives a lecture based on a published article. H.The results are looked at closely by other scientific experts. I.Information on the experimental design is included in published works. Standardized Test Prep Chapter 2

68. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice, continued 2.What happens when an observation is submitted for peer review? F.The article is proofread before it is published. G.A professor gives a lecture based on a published article. H.The results are looked at closely by other scientific experts. I.Information on the experimental design is included in published works. Standardized Test Prep Chapter 2

69. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice, continued 3.Which of the following is an example of a scientist’s physical model? A.a crash-test dummy for a car company B.a diagram of the structure of an atom C.a map of Denver, Colorado D.a satellite image of South America Standardized Test Prep Chapter 2

70. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice, continued 3.Which of the following is an example of a scientist’s physical model? A.a crash-test dummy for a car company B.a diagram of the structure of an atom C.a map of Denver, Colorado D.a satellite image of South America Standardized Test Prep Chapter 2

71. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice, continued 4.What attribute of a skeptic would contribute to a good scientific mind? F.willingness to travel G.an empathetic nature H.desire to conduct experiments I.continually questioning observations Standardized Test Prep Chapter 2

72. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice, continued 4.What attribute of a skeptic would contribute to a good scientific mind? F.willingness to travel G.an empathetic nature H.desire to conduct experiments I.continually questioning observations Standardized Test Prep Chapter 2

73. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice, continued Use this map to answer question 5 through 8. Standardized Test Prep Chapter 2

74. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice, continued Standardized Test Prep Chapter 2 5. What type of distribution does this bell-shaped curve depict? A.asymmetric B.correlative C.normal D.random

75. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice, continued 5. What type of distribution does this bell-shaped curve depict? A.asymmetric B.correlative C.normal D.random Standardized Test Prep Chapter 2

76. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice, continued 6. How many mussels are less than 25 mm in length? F.6 G.9 H.12 I.15 Standardized Test Prep Chapter 2

77. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice, continued 6. How many mussels are less than 25 mm in length? F.6 G.9 H.12 I.15 Standardized Test Prep Chapter 2

78. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice, continued Standardized Test Prep Chapter 2 7. Determine the total size of this statistical population of dwarf wedge mussels. A.60 B.70 C.80 D.90

79. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice, continued 7. Determine the total size of this statistical population of dwarf wedge mussels. A.60 B.70 C.80 D.90 Standardized Test Prep Chapter 2

80. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice, continued Standardized Test Prep Chapter 2 8. What is the most likely size predictable for a mussel randomly drawn from this population? F.15–20 mm G.25–30 mm H.30–35 mm I.40–45 mm

81. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice, continued 8. What is the most likely size predictable for a mussel randomly drawn from this population? F.15–20 mm G.25–30 mm H.30–35 mm I.40–45 mm Standardized Test Prep Chapter 2

82. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Image and Activity Bank Section 1 Scientific Methods Chapter 2

83. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Image and Activity Bank Chapter 2 Section 1 Scientific Methods

84. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Image and Activity Bank Chapter 2 Section 1 Scientific Methods

85. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Image and Activity Bank Chapter 2 Section 1 Scientific Methods

86. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Image and Activity Bank Chapter 2 Section 1 Scientific Methods

87. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Image and Activity Bank Section 2 Statistics and Models Chapter 2

88. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Image and Activity Bank Chapter 2 Section 2 Statistics and Models

89. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Image and Activity Bank Chapter 2 Section 2 Statistics and Models

90. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Image and Activity Bank Chapter 2 Section 2 Statistics and Models

91. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Image and Activity Bank Chapter 2 Section 2 Statistics and Models

92. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Image and Activity Bank Section 3 Making Informed Decisions Chapter 2

93. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Image and Activity Bank Chapter 2 Section 3 Making Informed Decisions

94. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Image and Activity Bank Chapter 2 Section 3 Making Informed Decisions

95. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Image and Activity Bank Chapter 2 Section 3 Making Informed Decisions