1. Scientific
Method

2. New Area of Focus: Scientific Method.
Copyright © 2010 Ryan P. Murphy

3. New Area of Focus: Scientific Method.
Copyright © 2010 Ryan P. Murphy

4. New Area of Focus: Scientific Method.
Copyright © 2010 Ryan P. Murphy

5. New Area of Focus: Scientific Method.
Copyright © 2010 Ryan P. Murphy

6. New Area of Focus: Scientific Method.
Copyright © 2010 Ryan P. Murphy

7. New Area of Focus: Scientific Method.
Copyright © 2010 Ryan P. Murphy

8. What is science?
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9. Science is… - Copyright © 2010 Ryan P. Murphy

10. A study of natural phenomenon.

11. A systematic study and method.

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

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

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

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

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

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

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

19. Knowledge through experience.
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20. A good Scientist is…. -
Copyright © 2010 Ryan P. Murphy

21. Is safe!
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22. Is safe!
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23. Is accurate, precise and methodical.
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24. Is unbiased, a seeker of the truth.
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25. Can observe and question.
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26. Can find solutions, reasons, and research.
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27. Works in all weather conditions if safe.
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28. Can overcome obstacles.
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29. 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

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

31. 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

32. 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

33. 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

34. “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

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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

41. 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

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

43. 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

44. 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

45. 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

46. 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

47. 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

48. 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

49. 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

50. 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

51. 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

52. 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

53. 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

54. 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

55. 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.

56. 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.

57. 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

58. 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

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

60. 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

61. 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  

62. 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

63. 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

64. 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

65. 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  
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
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
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

66. They all use the Scientific Method
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  
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
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
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
They all use
the Scientific Method

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

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

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

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

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

72. 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

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

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

75. Observe
Collect background information
Form a
Hypothesis

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

77. 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

78. 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

79. 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

80. 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

81. 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

82. 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

83. 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

84. 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

85. 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

86. 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

87. 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

88. 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

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

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

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

93. 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.)

94. 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).

95. 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.

96. Variable: Changing quantity of something.-

97. Variable: Changing quantity of something.-

98. Variable: Changing quantity of something.-

99. Variable: Changing quantity of something.-

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

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

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

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

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

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

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

107. 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

108. 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.

109. 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.

110. 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.

111. 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.

112. 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.

113. 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.

114. 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.

115. 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.

116. 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.

117. 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.

118. 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.

119. 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.

120. 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.

121. 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.

122. 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.

123. 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.

124. 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.

125. 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.

126. 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.

127. 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.

128. 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.

129. 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.

130. 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.

131. 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.

132. 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.

133. 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.

134. 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.

135. 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.

136. 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.

137. 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.

138. 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

140. 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).

141. 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).

142. 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).

143. 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).

144. 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).

145. 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).

146. 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).

147. 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).

148. 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).

149. 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).

150. 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).

151. 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).

152. 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).