1. Science Skills
Unit Part IV

2. Class Expectations You can show respect by… You can be responsible by…
Listening when the teacher or others are talking.
One speaker at a time, please raise your hand.
Please no cross-room conversations / shouting things out.
You can be responsible by…
Staying organized and avoiding distraction.
Staying focused on task completion.
You can make good choices by…
Attending class regularly
Doing your best and never giving up.
Be Safe!
First, last, and always.
Copyright © 2010 Ryan P. Murphy

3. Class Expectations You can show respect by… You can be responsible by…
Listening when the teacher or others are talking.
One speaker at a time, please raise your hand.
Please no cross-room conversations / shouting things out.
You can be responsible by…
Staying organized and avoiding distraction.
Staying focused on task completion.
You can make good choices by…
Attending class regularly
Doing your best and never giving up.
Be Safe!
First, last, and always.
Copyright © 2010 Ryan P. Murphy

4. Class Expectations You can show respect by… You can be responsible by…
Listening when the teacher or others are talking.
One speaker at a time, please raise your hand.
Please no cross-room conversations / shouting things out.
You can be responsible by…
Staying organized and avoiding distraction.
Staying focused on task completion.
You can make good choices by…
Attending class regularly
Doing your best and never giving up.
Be Safe!
First, last, and always.
Copyright © 2010 Ryan P. Murphy

5. Class Expectations You can show respect by… You can be responsible by…
Listening when the teacher or others are talking.
One speaker at a time, please raise your hand.
Please no cross-room conversations / shouting things out.
You can be responsible by…
Staying organized and avoiding distraction.
Staying focused on task completion.
You can make good choices by…
Attending class regularly
Doing your best and never giving up.
Be Safe!
First, last, and always.
Copyright © 2010 Ryan P. Murphy

6. Class Expectations You can show respect by… You can be responsible by…
Listening when the teacher or others are talking.
One speaker at a time, please raise your hand.
Please no cross-room conversations / shouting things out.
You can be responsible by…
Staying organized and avoiding distraction.
Staying focused on task completion.
You can make good choices by…
Attending class regularly
Doing your best and never giving up.
Be Safe!
First, last, and always.
Copyright © 2010 Ryan P. Murphy

7. Class Expectations You can show respect by… You can be responsible by…
Listening when the teacher or others are talking.
One speaker at a time, please raise your hand.
Please no cross-room conversations / shouting things out.
You can be responsible by…
Staying organized and avoiding distraction.
Staying focused on task completion.
You can make good choices by…
Attending class regularly
Doing your best and never giving up.
Be Safe!
First, last, and always.
Copyright © 2010 Ryan P. Murphy

8. Class Expectations You can show respect by… You can be responsible by…
Listening when the teacher or others are talking.
One speaker at a time, please raise your hand.
Please no cross-room conversations / shouting things out.
You can be responsible by…
Staying organized and avoiding distraction.
Staying focused on task completion.
You can make good choices by…
Attending class regularly
Doing your best and never giving up.
Be Safe!
First, last, and always.
Copyright © 2010 Ryan P. Murphy

9. Class Expectations You can show respect by… You can be responsible by…
Listening when the teacher or others are talking.
One speaker at a time, please raise your hand.
Please no cross-room conversations / shouting things out.
You can be responsible by…
Staying organized and avoiding distraction.
Staying focused on task completion.
You can make good choices by…
Attending class regularly
Doing your best and never giving up.
Be Safe!
First, last, and always.
Copyright © 2010 Ryan P. Murphy

10. Class Expectations You can show respect by… You can be responsible by…
Listening when the teacher or others are talking.
One speaker at a time, please raise your hand.
Please no cross-room conversations / shouting things out.
You can be responsible by…
Staying organized and avoiding distraction.
Staying focused on task completion.
You can make good choices by…
Attending class regularly
Doing your best and never giving up.
Be Safe!
First, last, and always.
Copyright © 2010 Ryan P. Murphy

11. Class Expectations You can show respect by… You can be responsible by…
Listening when the teacher or others are talking.
One speaker at a time, please raise your hand.
Please no cross-room conversations / shouting things out.
You can be responsible by…
Staying organized and avoiding distraction.
Staying focused on task completion.
You can make good choices by…
Attending class regularly
Doing your best and never giving up.
Be Safe!
First, last, and always.
Copyright © 2010 Ryan P. Murphy

12. Class Expectations You can show respect by… You can be responsible by…
Listening when the teacher or others are talking.
One speaker at a time, please raise your hand.
Please no cross-room conversations / shouting things out.
You can be responsible by…
Staying organized and avoiding distraction.
Staying focused on task completion.
You can make good choices by…
Attending class regularly
Doing your best and never giving up.
Be Safe!
First, last, and always.
Copyright © 2010 Ryan P. Murphy

13. Class Expectations You can show respect by… You can be responsible by…
Listening when the teacher or others are talking.
One speaker at a time, please raise your hand.
Please no cross-room conversations / shouting things out.
You can be responsible by…
Staying organized and avoiding distraction.
Staying focused on task completion.
You can make good choices by…
Attending class regularly
Doing your best and never giving up.
Be Safe!
First, last, and always.
Copyright © 2010 Ryan P. Murphy

14. RED SLIDE: These are notes that are very important and should be recorded in your science journal.
BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly.
Copyright © 2010 Ryan P. Murphy

15. -Please make notes legible and use indentations when appropriate
-Please make notes legible and use indentations when appropriate Example of indent.

16. -Please make notes legible and use indentations when appropriate
-Please make notes legible and use indentations when appropriate Example of indent Skip a line between topics

17. -Please make notes legible and use indentations when appropriate
-Please make notes legible and use indentations when appropriate Example of indent Skip a line between topics Don’t skip pages

18. -Please make notes legible and use indentations when appropriate
-Please make notes legible and use indentations when appropriate Example of indent Skip a line between topics Don’t skip pages Make visuals clear and well drawn. Please label

19. New Area of Focus: Observation, Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy

20. New Area of Focus: Observation, Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy

21. New Area of Focus: Observation, Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy

22. New Area of Focus: Observation, Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy

23. New Area of Focus: Observation, Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy

24. New Area of Focus: Observation, Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy

25. What is science?
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26. Science is… - Copyright © 2010 Ryan P. Murphy

27. A study of natural phenomenon.

28. A systematic study and method.

29. A systematic study and method.
Copyright © 2010 Ryan P. Murphy

30. A systematic study and method.
Copyright © 2010 Ryan P. Murphy

31. A systematic study and method.
Copyright © 2010 Ryan P. Murphy

32. A systematic study and method.
Copyright © 2010 Ryan P. Murphy

33. A systematic study and method.
Copyright © 2010 Ryan P. Murphy

34. A systematic study and method.
Copyright © 2010 Ryan P. Murphy

35. A systematic study and method.
Copyright © 2010 Ryan P. Murphy

36. Knowledge through experience.
Copyright © 2010 Ryan P. Murphy

37. A good Scientist is…. -
Copyright © 2010 Ryan P. Murphy

38. Is safe!
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39. Is safe!
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40. Is accurate, precise and methodical.
Copyright © 2010 Ryan P. Murphy

41. Is unbiased, a seeker of the truth.
Copyright © 2010 Ryan P. Murphy

42. Can observe and question.
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43. Can find solutions, reasons, and research.
Copyright © 2010 Ryan P. Murphy

44. Works in all weather conditions if safe.
Copyright © 2010 Ryan P. Murphy

45. Can overcome obstacles.
Copyright © 2010 Ryan P. Murphy

46. Collaborates (talks) with others.N F U N
Study
tonight
Do good
In science
Do your
work
Be nice
For Real T O D A Y
Science
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy

47. Science is a systematic attempt to get around human limitations.
Science tries to remove personal experience from the scientific process.

48. Science is a systematic attempt to get around human limitations.
Science tries to remove personal experience from the scientific process.
Copyright © 2010 Ryan P. Murphy

49. Science is a systematic attempt to get around human limitations.
Science tries to remove personal experience from the scientific process.
“I love Science
Copyright © 2010 Ryan P. Murphy

50. This data set makes me happy
Science is a systematic attempt to get around human limitations.
Science tries to remove personal experience from the scientific process.
“I love Science
This data set makes me happy
Copyright © 2010 Ryan P. Murphy

51. “This data set makes me happy.”
Science is a systematic attempt to get around human limitations.
Science tries to remove personal experience from the scientific process.
“I love Science.”
“This data set makes me happy.”
“I wanted better data.”
Copyright © 2010 Ryan P. Murphy

52. Science is a systematic attempt to get around human limitations.
Science tries to remove personal experience from the scientific process.
“I love Science.”
“This data set makes me happy.”
“Failure is not an option.”
“I wanted better data.”
Copyright © 2010 Ryan P. Murphy

53. Science is a systematic attempt to get around human limitations.
Science tries to remove personal experience from the scientific process.
“I love Science.”
“This data set makes me happy.”
“Failure is not an option.”
“I wanted better data.”
Copyright © 2010 Ryan P. Murphy

54. TRY AND WRITE WITHOUT PERSONAL PRONOUNS.
DO NOT USE…I, me, you, he, she, we, you, they, them, theirs, names, etc.
Copyright © 2010 Ryan P. Murphy

55. TRY AND WRITE WITHOUT PERSONAL PRONOUNS.
DO NOT USE…I, me, you, he, she, we, you, they, them, theirs, names, etc.
Copyright © 2010 Ryan P. Murphy

56. Do not end science writing with the words “The End
Do not end science writing with the words “The End.” Save that for Disney movies.
Copyright © 2010 Ryan P. Murphy

57. Activity! Please pass three items around the table three times.
Then write about your experience without using any personal pronouns.
Copyright © 2010 Ryan P. Murphy

58. Activity! Please pass three items around the table three times.
Then write about your experience without using any personal pronouns.
Copyright © 2010 Ryan P. Murphy

59. How the paragraph could have been written.
Copyright © 2010 Ryan P. Murphy

60. How the paragraph could have been written.
Three items were passed around the table in a random fashion. Each member of the table passed and contributed one item.
Copyright © 2010 Ryan P. Murphy

61. Activity! Find the personal pronouns in this poorly written example.
Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.
Copyright © 2010 Ryan P. Murphy

62. Activity! Find the personal pronouns in this poorly written example.
Our table group was asked to pass three items around.
Copyright © 2010 Ryan P. Murphy

63. Activity! Find the personal pronouns in this poorly written example.
Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook.
Copyright © 2010 Ryan P. Murphy

64. Activity! Find the personal pronouns in this poorly written example.
Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.
Copyright © 2010 Ryan P. Murphy

65. Activity! Find the personal pronouns in this poorly written example.
Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.
Copyright © 2010 Ryan P. Murphy

66. Answer! Find the personal pronouns in this poorly written example.
Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy

67. Answer! Find the personal pronouns in this poorly written example.
Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.
Copyright © 2010 Ryan P. Murphy

68. Answer! Find the personal pronouns in this poorly written example.
Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.
Copyright © 2010 Ryan P. Murphy

69. Answer! Find the personal pronouns in this poorly written example.
Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.
Copyright © 2010 Ryan P. Murphy

70. Answer! Find the personal pronouns in this poorly written example.
Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.
Copyright © 2010 Ryan P. Murphy

71. Answer! Find the personal pronouns in this poorly written example.
Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy

72. Answer! Find the personal pronouns in this poorly written example.
Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.

73. Answer! Find the personal pronouns in this poorly written example.
Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.

74. Answer! Find the personal pronouns in this poorly written example.
Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.
Copyright © 2010 Ryan P. Murphy

75. Answer! Find the personal pronouns in this poorly written example.
Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.
Copyright © 2010 Ryan P. Murphy

76. Branches of Science… How many branches of science do you know. -
Copyright © 2010 Ryan P. Murphy

77. Types of scientists… Biology – The study of life.
Geology – The study of Earth.
Chemistry – The study of Matter.
Physics – The study of matter and energy. -
-The list will continue on the next page. Each branch is a possible career field for you.
Copyright © 2010 Ryan P. Murphy

78. Aerodynamics: the study of the motion of gas on objects and the forces created 
Anatomy: the study of the structure and organization of living things 
Anthropology: the study of human cultures both past and present  Archaeology: the study of the material remains of cultures  
Astronomy: the study of celestial objects in the universe Astrophysics: the study of the physics of the universe
Bacteriology: the study of bacteria in relation to disease 
Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms
Biophysics: the application of theories and methods of the physical sciences to questions of biology 
Biology: the science that studies living organisms  
Botany: the scientific study of plant life 
Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms 
Chemistry: the science of matter and its interactions with energy and itself  

79. Climatology: the study of climates and investigations of its phenomena and causes 
Computer Science: the systematic study of computing systems and computation 
Ecology: the study of how organisms interact with each other and their environment 
Electronics: science and technology of electronic phenomena 
Engineering: the practical application of science to commerce or industry
 Entomology: the study of insects  
Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment 
Forestry: the science of studying and managing forests and plantations, and related natural resources 
Genetics: the science of genes, heredity, and the variation of organisms 
Geology: the science of the Earth, its structure, and history

80. Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement 
Medicine: the science concerned with maintaining health and restoring it by treating disease 
Meteorology: study of the atmosphere that focuses on weather processes and forecasting 
Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes
Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals Molecular
Biology: the study of biology at a molecular level 
Nuclear Physics: the branch of physics concerned with the nucleus of the atom
Neurology: the branch of medicine dealing with the nervous system and its disorders 
Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes

81. Every Branch uses the Scientific Method!
Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon-containing compounds 
Ornithology: the study of birds  
Paleontology: the study of life-forms existing in former geological time periods 
Petrology: the geological and chemical study of rocks
Physics: the study of the behavior and properties of matter 
Physiology: the study of the mechanical, physical, and biochemical functions of living organisms
Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes 
Seismology: the study of earthquakes and the movement of waves through the Earth
Taxonomy: the science of classification of animals and plants
Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes 
Zoology: the study of animals
Every Branch uses the Scientific Method!

82. Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting).
Copyright © 2010 Ryan P. Murphy

83. Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting).
Copyright © 2010 Ryan P. Murphy

84. Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting).
Copyright © 2010 Ryan P. Murphy

85. Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting).
Copyright © 2010 Ryan P. Murphy

86. Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting).
Copyright © 2010 Ryan P. Murphy

87. Activity! Sketching out the scientific method.
Copyright © 2010 Ryan P. Murphy

88. Activity! Sketching out the scientific method.
This requires a full page and will look like the example on the next page when done.
Copyright © 2010 Ryan P. Murphy

89. the independent variable
Observe
Add to background information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Support
hypothesis
Reject
hypothesis
Everything in the
experiment should be
the same except for
the independent variable
which is the one thing
that is different.
Repeat
experiment
Do something
With the findings.
Copyright © 2010 Ryan P. Murphy

90. Observe
and question
Copyright © 2010 Ryan P. Murphy

91. Collect background information
Observe
Collect background information
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy

92. Observe
Collect background information
Form a
Hypothesis

93. Observe
Collect background information
Form a
Hypothesis
Create an
experiment with a
control group and
experimental group.

94. Collect background information Form a Hypothesis
Observe
Collect background information
Form a
Hypothesis
Create an
experiment with a
control group and
experimental group.
Collect data
Copyright © 2010 Ryan P. Murphy

95. Collect background information Form a Hypothesis
Observe
Collect background information
Form a
Hypothesis
Create an
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Copyright © 2010 Ryan P. Murphy

96. Collect background information Form a Hypothesis
Observe
Collect background information
Form a
Hypothesis
Create an
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Reject
hypothesis
Copyright © 2010 Ryan P. Murphy

97. Collect background information Form a new Hypothesis
Observe
Collect background information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Reject
hypothesis
Copyright © 2010 Ryan P. Murphy

98. Collect background information Form a new Hypothesis
Observe
Collect background information
Form a new
Hypothesis
Create a new
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Reject
hypothesis
Copyright © 2010 Ryan P. Murphy

99. Collect background information Form a new Hypothesis
Observe
Collect background information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Support
hypothesis
Reject
hypothesis
Copyright © 2010 Ryan P. Murphy

100. Collect background information Form a new Hypothesis
Observe
Collect background information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Support
hypothesis
Reject
hypothesis
Repeat
experiment
Copyright © 2010 Ryan P. Murphy

101. Collect background information Form a new Hypothesis
Observe
Collect background information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Support
hypothesis
Reject
hypothesis
Repeat
experiment
Copyright © 2010 Ryan P. Murphy

102. Collect background information Form a new Hypothesis
Observe
Collect background information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Support
hypothesis
Reject
hypothesis
Repeat
experiment
Do something
With the findings.
Copyright © 2010 Ryan P. Murphy

103. Add to background information Form a new Hypothesis
Observe
Add to background information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Support
hypothesis
Reject
hypothesis
Repeat
experiment
Do something
With the findings.
Copyright © 2010 Ryan P. Murphy

104. the independent variable
Observe
Add to background information
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Analyze the data
Collect data
Support
hypothesis
Reject
hypothesis
Everything in the
experiment should be
the same except for
the independent variable
which is the one thing
that is different.
Repeat
experiment
Do something
With the findings.
Copyright © 2010 Ryan P. Murphy

105. Experiments search for cause and effect relationships in nature.

106. Experiments search for cause and effect relationships in nature.
These changing quantities are called variables.

108. Does your grade depend on how much time you spend on your work?

109. Does your grade depend on how much time you spend on your work?
The dependent variable depends on other factors (how much you studied, effort, etc.)

110. Does your grade depend on how much time you spend on your work?
The dependent variable depends on other factors (how much you studied, effort, etc.)
Independent variable is the one you have control over (how much you studied).

111. Does your grade depend on how much time you spend on your work?
The dependent variable depends on other factors (how much you studied, effort, etc.)
Independent variable is the one you have control over (how much you studied).
You have control over your grades.

112. Variable: Changing quantity of something.-

113. Variable: Changing quantity of something.-

114. Variable: Changing quantity of something.-

115. Variable: Changing quantity of something.-

116. Independent: (Change) The variable you have control over, what you can choose and manipulate.

117. Independent: (Change) The variable you have control over, what you can choose and manipulate.

118. Independent: (Change) The variable you have control over, what you can choose and manipulate.

119. Dependent: (Observe) What you measure in the experiment and what is affected during the experiment.

120. Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test.

121. Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test.

122. Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test.

123. Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test.
Everything is exactly the same except for the independent variable

124. Height, number of leaves, flowers, etc
Problem
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Does fertilizer help a plant to grow
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

125. Height, number of leaves, flowers, etc
Problem
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Does fertilizer help a plant to grow?
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

126. Height, number of leaves, flowers, etc
Problem
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Does fertilizer help a plant to grow?
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

127. Height, number of leaves, flowers, etc
Problem
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Does fertilizer help a plant to grow?
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

128. Height, number of leaves, flowers, etc
Problem
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Does fertilizer help a plant to grow?
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

129. Height, number of leaves, flowers, etc
Problem
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Does fertilizer help a plant to grow?
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

130. Height, number of leaves, flowers, etc
Problem
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Does fertilizer help a plant to grow?
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

131. Height, number of leaves, flowers, etc
Problem
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Does fertilizer help a plant to grow?
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

132. Problem?
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Do Pillbugs prefer a dark or light environment?
One environment is dark, the other is light
Count the number of Pillbugs that enter dark chamber.
Moisture in both should be the same, temp, no food preference.

133. Problem?
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Do Pillbugs prefer a dark or light environment?
One environment is dark, the other is light
Count the number of Pillbugs that enter dark chamber.
Moisture in both should be the same, temp, no food preference.

134. Problem?
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Do Pillbugs prefer a dark or light environment?
One environment is dark, the other is light
Count the number of Pillbugs that enter dark chamber.
Moisture in both should be the same, temp, no food preference.

135. Problem?
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Do Pillbugs prefer a dark or light environment?
One environment is dark, the other is light
Count the number of Pillbugs that enter dark chamber.
Moisture in both should be the same, temp, no food preference.

136. Problem?
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Do Pillbugs prefer a dark or light environment?
One environment is dark, the other is light
Count the number of Pillbugs that enter dark chamber.
Moisture in both should be the same, temp, no food preference.

137. Problem?
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Do Pillbugs prefer a dark or light environment?
One environment is dark, the other is light
Count the number of Pillbugs that enter dark chamber.
Moisture in both should be the same, temp, no food preference.

138. Problem?
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Do Pillbugs prefer a dark or light environment?
One environment is dark, the other is light
Count the number of Pillbugs that enter dark chamber.
Moisture in both should be the same, temp, no food preference.

139. Problem?
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Do Pillbugs prefer a dark or light environment?
One environment is dark, the other is light
Count the number of Pillbugs that enter dark chamber.
Moisture in both should be the same, temp, no food preference.

140. Problem?
Independent Variable (Change)
Dependent Variable
(Observe)
Control Variable
(Same)
Do Pillbugs prefer a dark or light environment?
One environment is dark, the other is light
Count the number of Pillbugs that enter dark chamber.
Moisture in both should be the same, temp, no food preference.

141. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on his counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

142. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

143. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

144. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

145. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

146. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

147. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

148. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

149. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

150. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

151. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

152. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

153. A student wants to find out what minerals melt ice the fastest
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.

154. Problem? = What minerals melt ice quickly?
A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
Problem? = What minerals melt ice quickly?
Independent Variable =Types of Minerals
Dependent Variable = Time in minutes
Control = Same size ice, temperature acts the same on all of them.
Everything is the same except for the minerals

156. A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The students injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month.
Problem? = Does cigarette smoke damage plants?
Independent Variable = Cigarette Smoke
Dependent Variable = Height of plants, leaves, flowers
Control = Both containers were identical except one was given cigarette smoke (independent variable).

157. A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month.
Problem? = Does cigarette smoke damage plants?
Independent Variable = Cigarette Smoke
Dependent Variable = Height of plants, leaves, flowers
Control = Both containers were identical except one was given cigarette smoke (independent variable).

158. A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month.
Problem? = Does cigarette smoke damage plants?
Independent Variable = Cigarette Smoke
Dependent Variable = Height of plants, leaves, flowers
Control = Both containers were identical except one was given cigarette smoke (independent variable).

159. A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month.
Problem? = Does cigarette smoke damage plants?
Independent Variable = Cigarette Smoke
Dependent Variable = Height of plants, leaves, flowers
Control = Both containers were identical except one was given cigarette smoke (independent variable).

160. A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month.
Problem? = Does cigarette smoke damage plants?
Independent Variable = Cigarette Smoke
Dependent Variable = Height of plants, leaves, flowers
Control = Both containers were identical except one was given cigarette smoke (independent variable).

161. A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month.
Problem? = Does cigarette smoke damage plants?
Independent Variable = Cigarette Smoke
Dependent Variable = Height of plants, leaves, flowers
Control = Both containers were identical except one was given cigarette smoke (independent variable).

162. A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month.
Problem? = Does cigarette smoke damage plants?
Independent Variable = Cigarette Smoke
Dependent Variable = Height of plants, leaves, flowers
Control = Both containers were identical except one was given cigarette smoke (independent variable).

163. A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month.
Problem? = Does cigarette smoke damage plants?
Independent Variable = Cigarette Smoke
Dependent Variable = Height of plants, leaves, flowers
Control = Both containers were identical except one was given cigarette smoke (independent variable).

164. A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month.
Problem? = Does cigarette smoke damage plants?
Independent Variable = Cigarette Smoke
Dependent Variable = Height of plants, leaves, flowers
Control = Both containers were identical except one was given cigarette smoke (independent variable).

165. A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month.
Problem? = Does cigarette smoke damage plants?
Independent Variable = Cigarette Smoke
Dependent Variable = Height of plants, leaves, flowers
Control = Both containers were identical except one was given cigarette smoke (independent variable).

166. A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month.
Problem? = Does cigarette smoke damage plants?
Independent Variable = Cigarette Smoke
Dependent Variable = Height of plants, leaves, flowers.
Control = Both containers were identical except one was given cigarette smoke (independent variable).

167. A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month.
Problem? = Does cigarette smoke damage plants?
Independent Variable = Cigarette Smoke
Dependent Variable = Height of plants, leaves, flowers.
Control = Both containers were identical except one was given cigarette smoke (independent variable).

168. A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month.
Problem? = Does cigarette smoke damage plants?
Independent Variable = Cigarette Smoke
Dependent Variable = Height of plants, leaves, flowers.
Control = Both containers were identical except one was given cigarette smoke (independent variable).

170. A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed.
Problem? = What side of the egg is strongest?
Independent Variable = Egg straight or on side.
Dependent Variable = Weights in grams
Control = Similar brand of egg, similar size, same temp, everything is the same.

171. A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed.
Problem? = What side of the egg is strongest?
Independent Variable = Egg straight or on side.
Dependent Variable = Weights in grams
Control = Similar brand of egg, similar size, same temp, everything is the same.

172. A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed.
Problem? = What side of the egg is strongest?
Independent Variable = Egg straight or on side.
Dependent Variable = Weights in grams
Control = Similar brand of egg, similar size, same temp, everything is the same.

173. A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed.
Problem? = What side of the egg is strongest?
Independent Variable = Egg straight or on side.
Dependent Variable = Weights in grams
Control = Similar brand of egg, similar size, same temp, everything is the same.

174. A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed.
Problem? = What side of the egg is strongest?
Independent Variable = Egg straight or on side.
Dependent Variable = Weights in grams
Control = Similar brand of egg, similar size, same temp, everything is the same.

175. A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed.
Problem? = What side of the egg is strongest?
Independent Variable = Egg straight or on side.
Dependent Variable = Weights in grams
Control = Similar brand of egg, similar size, same temp, everything is the same.

176. A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed.
Problem? = What side of the egg is strongest?
Independent Variable = Egg straight or on side.
Dependent Variable = Weights in grams
Control = Similar brand of egg, similar size, same temp, everything is the same.

177. A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed.
Problem? = What side of the egg is strongest?
Independent Variable = Egg straight or on side.
Dependent Variable = Weights in grams
Control = Similar brand of egg, similar size, same temp, everything is the same.

178. A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed.
Problem? = What side of the egg is strongest?
Independent Variable = Egg straight or on side.
Dependent Variable = Weights in grams
Control = Similar brand of egg, similar size, same temp, everything is the same.

179. A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed.
Problem? = What side of the egg is strongest?
Independent Variable = Egg straight or on side.
Dependent Variable = Weights in grams
Control = Similar brand of egg, similar size, same temp, everything is the same.

180. A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed.
Problem? = What side of the egg is strongest?
Independent Variable = Egg straight or on side.
Dependent Variable = Weights in grams
Control = Similar brand of egg, similar size, same temp, everything is the same.

181. A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed.
Problem? = What side of the egg is strongest?
Independent Variable = Egg straight or on side.
Dependent Variable = Weights in grams
Control = Similar brand of egg, similar size, same temp, everything is the same.

182. A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed.
Problem? = What side of the egg is strongest?
Independent Variable = Egg straight or on side.
Dependent Variable = Weights in grams
Control = Similar brand of egg, similar size, same temp, everything is the same.

183. A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed.
Problem? = What side of the egg is strongest?
Independent Variable = Egg straight or on side.
Dependent Variable = Weights in grams
Control = Similar brand of egg, similar size, same temp, everything is the same.

184. Observation – Anything you can see, hear, smell, touch, taste, (Using your senses).
Copyright © 2010 Ryan P. Murphy

185. Observation Basics.
Our perceptions are not photographs, they are constructions - something that our minds manufacture.
What we perceive is partially determined by what we know or believe.
Constructive perception has survival value - it helps us make sense of the world.
So, seeing is not necessarily believing.
USE YOUR JOURNAL!
Copyright © 2010 Ryan P. Murphy

186. Observation Basics.
Our perceptions are not photographs, they are constructions - something that our minds manufacture.
What we perceive is partially determined by what we know or believe.
Constructive perception has survival value - it helps us make sense of the world.
So, seeing is not necessarily believing.
USE YOUR JOURNAL!
Copyright © 2010 Ryan P. Murphy

187. Observation Basics.
Our perceptions are not photographs, they are constructions - something that our minds manufacture.
What we perceive is partially determined by what we know or believe.
Constructive perception has survival value - it helps us make sense of the world.
So, seeing is not necessarily believing.
USE YOUR JOURNAL!
Copyright © 2010 Ryan P. Murphy

188. Observation Basics.
Our perceptions are not photographs, they are constructions - something that our minds manufacture.
What we perceive is partially determined by what we know or believe.
Constructive perception has survival value - it helps us make sense of the world.
So, seeing is not necessarily believing.
USE YOUR JOURNAL!
Copyright © 2010 Ryan P. Murphy

189. Observation Basics.
Our perceptions are not photographs, they are constructions - something that our minds manufacture.
What we perceive is partially determined by what we know or believe.
Constructive perception has survival value - it helps us make sense of the world.
So, seeing is not necessarily believing.
USE YOUR JOURNAL!
Copyright © 2010 Ryan P. Murphy

190. Observation Basics.
Our perceptions are not photographs, they are constructions - something that our minds manufacture.
What we perceive is partially determined by what we know or believe.
Constructive perception has survival value - it helps us make sense of the world.
So, seeing is not necessarily believing.
USE YOUR JOURNAL!
Copyright © 2010 Ryan P. Murphy

192. Do these red lines bend?

193. Do these red lines bend? NO

195. Are these wheels moving?

196. Are these wheels moving?NO

197. Please write down the phrase that you will see on the next slide
Please write down the phrase that you will see on the next slide? You get just a second.
Copyright © 2010 Ryan P. Murphy

198. Mary had
had a little lamb
Copyright © 2010 Ryan P. Murphy

199. “Write down what it said in your journal?”
Copyright © 2010 Ryan P. Murphy

200. “Did your brain act faster than your eyes?”
Copyright © 2010 Ryan P. Murphy

201. Mary had
had a little lamb
Copyright © 2010 Ryan P. Murphy

202. Mary had
had a little lamb
Copyright © 2010 Ryan P. Murphy

203. Mary had
had a little lamb
Copyright © 2010 Ryan P. Murphy

206. Our brains are programmed for normal right side-up.

207. Our brains are programmed for normal right side-up.
I will flip this picture and you will see.

238. that plays with perception
3-D Pavement Art
Extremely neat art
that plays with perception

259. On the next series of slides. Say the color of the words below.
(Not the actual words)
Try to do it as fast as you can.
Is it difficult?
Copyright © 2010 Ryan P. Murphy

260. Copyright © 2010 Ryan P. Murphy

261. Copyright © 2010 Ryan P. Murphy

262. Copyright © 2010 Ryan P. Murphy

263. Copyright © 2010 Ryan P. Murphy

264. Copyright © 2010 Ryan P. Murphy

265. Copyright © 2010 Ryan P. Murphy

266. Repeat! See if it is easier upside down. On the next series of slides.
Say the color of the words below.
(Not the actual words)
Try to do it as fast as you can.
Is it difficult?
Copyright © 2010 Ryan P. Murphy

267. Copyright © 2010 Ryan P. Murphy

268. Copyright © 2010 Ryan P. Murphy

269. Copyright © 2010 Ryan P. Murphy

270. Copyright © 2010 Ryan P. Murphy

271. Copyright © 2010 Ryan P. Murphy

272. Copyright © 2010 Ryan P. Murphy

275. Can you see the mans face?

279. Please record what you see beneath this box.
Copyright © 2010 Ryan P. Murphy

281. Answer! The white marks say the word LIFT.
Copyright © 2010 Ryan P. Murphy

282. L I F T Answer! The white marks say the word LIFT.
Copyright © 2010 Ryan P. Murphy

283. Observation Basics.
Our perceptions are not photographs, they are constructions - something that our minds manufacture.
What we perceive is partially determined by what we know or believe.
Constructive perception has survival value - it helps us make sense of the world.
So, seeing is not necessarily believing.
USE YOUR JOURNAL!
Copyright © 2010 Ryan P. Murphy

284. Observation Basics.
Our perceptions are not photographs, they are constructions - something that our minds manufacture.
What we perceive is partially determined by what we know or believe.
Constructive perception has survival value - it helps us make sense of the world.
So, seeing is not necessarily believing.
USE YOUR JOURNAL!
Copyright © 2010 Ryan P. Murphy

285. Inference: A conclusion based on your observations.
Copyright © 2010 Ryan P. Murphy

286. Raise your hand when you think you know the picture beneath the boxes.
You only get one guess.
Copyright © 2010 Ryan P. Murphy

287. Copyright © 2010 Ryan P. Murphy

288. Copyright © 2010 Ryan P. Murphy

289. Copyright © 2010 Ryan P. Murphy

290. Copyright © 2010 Ryan P. Murphy

291. Copyright © 2010 Ryan P. Murphy

296. Let’s Play…I’m thinking of a person in this classroom… Yes/No Questions only. You are allowed 4 questions and then need to make an inference.
Copyright © 2010 Ryan P. Murphy

297. Activity! How well do you observe the world around you.
Copyright © 2010 Ryan P. Murphy

298. Activity! How well do you observe the world around you.
Observe each scene for 1 minute and then answer some questions afterward.
Copyright © 2010 Ryan P. Murphy

301. Questions about the previous scene.
Copyright © 2010 Ryan P. Murphy

302. Questions for the street scene.
How many vehicles were driving?
Two were driving, two were parked
Copyright © 2010 Ryan P. Murphy

303. Questions for the street scene. How many vehicles were driving?
Two were driving, two were parked.
Copyright © 2010 Ryan P. Murphy

305. Questions for the street scene. What type of vehicles were they?
Copyright © 2010 Ryan P. Murphy

306. Questions for the street scene. What type of vehicles were they?
Utility van with no labels and small 4 door SUV.
Copyright © 2010 Ryan P. Murphy

308. Questions for the street scene. What colors were they?
Copyright © 2010 Ryan P. Murphy

309. Questions for the street scene. What colors were they?
Utility van was white, SUV was dark blue with no license plate on the front.
Copyright © 2010 Ryan P. Murphy

311. Questions for the street scene. Was it raining?
Copyright © 2010 Ryan P. Murphy

313. Questions for the street scene. Was it raining?
Answer: No. But the SUV’s wipers were on, conditions were overcast and the SUV could have just possibly come from the rain or driven through a sprinkler.
Copyright © 2010 Ryan P. Murphy

315. Questions for the street scene. What was the speed limit?
Copyright © 2010 Ryan P. Murphy

316. Questions for the street scene. What was the speed limit? 35 mph
What country is this picture in?
Copyright © 2010 Ryan P. Murphy

317. Questions for the street scene. What was the speed limit? 35 mph
What country is this picture in?
The United States most likely because 35 mph is not Metric. The U.S. is one of the few countries to use the Old English System.
Copyright © 2010 Ryan P. Murphy

319. Questions for the street scene.
How many witnesses were there, what were they doing?
Copyright © 2010 Ryan P. Murphy

320. Questions for the street scene.
How many witnesses were there, what were they doing?
One witness, he was mowing the lawn.
Copyright © 2010 Ryan P. Murphy

322. Questions for the street scene. What season was it?
Copyright © 2010 Ryan P. Murphy

323. Questions for the street scene. What season was it?
Summer, the leaves were well established and green.
Copyright © 2010 Ryan P. Murphy

325. Questions for the street scene. Two were driving, two were parked.
Utility van with no labels and small 4 door SUV.
Utility van was white, SUV was dark blue with no license plate on the front.
It was not raining.
35 mph (No Metric here, must be in the US)
One witness, he was mowing the lawn.
Summer, the leaves were well established and green.
Copyright © 2010 Ryan P. Murphy

328. Questions about the previous scene.
Copyright © 2010 Ryan P. Murphy

329. Question about the backyard scene?
What was the color of the roof of the shed?
Copyright © 2010 Ryan P. Murphy

330. What color was the roof?
Answer: You can’t tell from the photograph. In this area of the country the roofs are dark colored shingles so that’s what we construct in our head.
Copyright © 2010 Ryan P. Murphy

331. If we lived in the Slovenia, Germany , our constructions would be different as the rooftops here are all orange.
Copyright © 2010 Ryan P. Murphy

332. Activity! How well do you observe the world around you.
Observe each scene for 30 seconds and then answer some questions afterward.
Copyright © 2010 Ryan P. Murphy

335. Questions about the previous scene.
Copyright © 2010 Ryan P. Murphy

336. Is this a picture of a boys room or girls room? Why?

337. ?
Is this a picture of a boys room or girls room? Why?

340. Questions about the previous scene.
Copyright © 2010 Ryan P. Murphy

341. What color was the sky?

342. What color was the sky?

343. Which of the following roadways were shown?
B.) 74, 39, 901,
C.) 73, 29, 601
D.) 74, 28, 602
E.) None of the
above

344. Which of the following roadways were shown?
B.) 74, 39, 901,
C.) 73, 29, 601
D.) 74, 28, 602
E.) None of the
above

345. Which of the following roadways were shown?
B.) 74, 39, 901,
C.) 73, 29, 601
D.) 74, 28, 602
E.) None of the
above

348. Questions about the previous scene.
Copyright © 2010 Ryan P. Murphy

349. Questions about the street scene?
What type of location are the people at?
Copyright © 2010 Ryan P. Murphy

350. Questions about the street scene? Airport, Train Station, Bus Station?
What type of location are the people at?
Airport, Train Station, Bus Station?
Copyright © 2010 Ryan P. Murphy

352. Questions about the street scene?
Describe the person who walked away with someone else’s green suitcase.
Copyright © 2010 Ryan P. Murphy

353. Questions about the street scene?
Describe the person who walked away with someone else’s green suitcase.
Male, 5’8” Black Hair, Red short sleeved shirt and blue jeans and wearing a backpack.
Copyright © 2010 Ryan P. Murphy

357. Questions about the previous scene.
Copyright © 2010 Ryan P. Murphy

358. What is this a picture of?
Copyright © 2010 Ryan P. Murphy

359. What is this a picture of?
A women (adult) with blonde hair, maroon shirt and wearing eyeglasses.
Copyright © 2010 Ryan P. Murphy

362. Questions for the ocean scene?
Specifically, where was this photo taken?
Copyright © 2010 Ryan P. Murphy

363. Questions for the ocean scene?
Specifically, where was this photo taken?
Picture taken by passenger on a bus or train (tinted windows). Image is of a women sitting by the window seat. No smoking sign can be seen in the reflection. Her left arm is against her cheek.
Copyright © 2010 Ryan P. Murphy

365. Copyright © 2010 Ryan P. Murphy

368. Questions about the previous scene.
Copyright © 2010 Ryan P. Murphy

369. What is the grand opening for?
Hint- You have all most likely been there.
Copyright © 2010 Ryan P. Murphy

372. Path of Travel

373. I hypothesize that a condiment station is next to this wall.

374. Questions about the grand opening.
What is the grand opening for?
This is most likely a McDonalds (Red and Yellow color scheme) or another fast food chain.
McDonalds
Copyright © 2010 Ryan P. Murphy

375. Questions about the grand opening.
What is the grand opening for?
This is most likely a McDonalds (Red and Yellow color scheme) or another fast food chain. You can see the illuminated value menus in the upper right hand corner,
McDonalds
Copyright © 2010 Ryan P. Murphy

376. Questions about the grand opening.
What is the grand opening for?
This is most likely a McDonalds (Red and Yellow color scheme) or another fast food chain. You can see the illuminated value menus in the upper right hand corner, and the Coca-Cola drink dispenser on the left.
McDonalds
Copyright © 2010 Ryan P. Murphy

377. Questions about the grand opening.
What is the grand opening for?
This is most likely a McDonalds (Red and Yellow color scheme) or another fast food chain. You can see the illuminated value menus in the upper right hand corner, and the Coca-Cola drink dispenser on the left. Coca-Cola is affiliated with the McDonalds Corporation.
McDonalds
Copyright © 2010 Ryan P. Murphy

380. Questions about the previous scene.
Copyright © 2010 Ryan P. Murphy

381. Where is this?
Copyright © 2010 Ryan P. Murphy

382. Where is this?
A place of worship.
Copyright © 2010 Ryan P. Murphy

383. Hypothesis: An educated guess to your problem / question that is testable.
Copyright © 2010 Ryan P. Murphy

384. Activity! Observe a cookie