So you’ve thought about what made the class results different last time. Can you design a better procedure that will get all results the same? Thursday, October 7 th

Think – Pair - Share Scientists in City A spend two hours one evening catching fish in a stream using an experimental new bait, and caught 5 fish. Scientists in City B spent three hours one morning catching fish in a lake using the same bait, and caught 2 fish. They could not reach any conclusion about how many fish a person can catch using the bait. What are some factors that led to the different results? What are some practical ways the scientists could reduce the variation?

What did the distribution or spread of data on your last line plot look like? What do you think this says about how reliable our classroom data is? Do you think the cookie company will trust our results? Why do you think there are differences between the data from different groups? What can the class do to get more consistent results in this challenge? Homework Review

How do scientists work together to solve problems?

Getting a Better Procedure10/7/10 Repeatable: when someone follows your exact directions and they get similar results. Replicate: to run the same procedure and get the same results Trial: one time through a procedure Precision: how close together the values are Range: the zone between the largest and smallest result Checklist for Consistency: –Measure from the same point –Measure with the same units –Repeated trials –Start fresh. Don’t compare old data –Measure under the same conditions 9 Summary:

Write a New Procedure With your table group, work out a procedure for finding out how many water drops will fit on a penny. Try to describe each step in detail so it can be replicated, and maybe produce more reliable results. Record your new procedure on the left-side of your notebook page.

Getting a Better Procedure10/7/10 Repeatable: when someone follows your exact directions and they get similar results. Replicate: to run the same procedure and get the same results Trial: one time through a procedure Precision: how close together the values are Range: the zone between the largest and smallest result Checklist for Consistency: –Measure from the same point –Measure with the same units –Repeated trials –Start fresh. Don’t compare old data –Measure under the same conditions 9 Summary: Procedure: Results: Trial 1 = Trial 2 = Trial 3 = Trial 4 = Trial 5 =

Write a New Procedure With your table group, work out a procedure for finding out how many water drops will fit on a penny. Try to describe each step in detail so it can be replicated, and maybe produce more reliable results. Record your new procedure on the left-side of your notebook page. Share your new procedure with the class.

Share Your New Procedure Share your new procedure with the class. What are 3-4 key differences between the previous procedure and your NEW procedure? What are you controlling better in the new procedure? What effect do you think this new procedure will have on the range of results between people at your group?

Your Team:Individual Job #1:Pipette Cup Job #2:Water Job #3:Pennies Job #4:Towels Challenge Set-Up

Share Your Data Share your data with your table group and chart your results on the line plot graph. Move to a new seat in the classroom. Read the procedures you need to follow at the new table and make sure you understand them. Replicate the procedures and record your results in the person’s science notebook. Chart your new results on your partner’s line plot graph and share your results with the table group.

Reflection 1. Homework: (left-side of spread #9) - DIV 33Questions 1-3 (complete sentences) - Write 3 ways you can improve your procedure even more. 2. Create a “flipper” for the handout: - tape in your notebook on spread #9 3. Summary: “How do scientists work together to solve problems”?