How to Use This Presentation To View the presentation as a slideshow with effects select “View” on the menu bar and click on “Slide Show.” To advance through.

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

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu The Nature of Science Section 1 Science and Scientists Section 2 Scientific Methods and Inquiry Section 3 Tools and Measurement Section 4 Safety in Science Table of Contents Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Section 1 Science and Scientists Bellringer Imagine that you are an Earth scientist and can travel wherever you want to on Earth. Name and describe the aspects or features of Earth you would like to study. Where you would go and what you would do? Write and illustrate your answers in your science journal. Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Section 1 Science and Scientists Describe similarities and differences between science disciplines. Describe three ways to answer questions about science. Identify three benefits of science. Describe how scientific knowledge may be modified. Describe five jobs that use or contribute to science. Objectives Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Section 1 Science and Scientists Science Starts with a Question Science is the knowledge gained by observing the natural world. Asking questions can help you gather knowledge. Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Section 1 Science and Scientists Investigation: The Search for Answers Research Find answers to questions by looking up information in reliable sources. Observation Make careful observations to answer questions. Experimentation Perform an experiment to learn the answers to questions. Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Section 1 Science and Scientists Why Ask Why? Saving Lives Science has led to many life-saving discoveries, such as safety equipment, medicines, weather predicting, and disease prevention. Using Resources Wisely Science has helped us make our natural resources last longer and to plan ahead so that resources are not used up. Healthy Surroundings Science has helped us reduce the threat of a polluted environment. Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Section 1 Science and Scientists Why Ask Why?, continued Modifying Scientific Knowledge Asking questions is also necessary for improving scientific knowledge. As scientists do research, they may find new information that challenges the prevailing theories. This new information can lead to modifications, or changes, in scientific knowledge. Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Section 1 Science and Scientists Scientists All Around You Environmental Scientist A person who studies how humans interact with their environment. Cartographer A person who makes maps of the Earth’s surface. Engineer A person who puts science to practical use by designing buildings, bridges, roads, electronic devices, medical equipment, etc. Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Section 1 Science and Scientists Zoologist A person who studies animals. Science Educator A person who teaches science to others. Scientists All Around You, continued Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Section 2 Scientific Methods and Inquiry Bellringer How can paleontologists know what a dinosaur looked like, how it behaved, and what it ate based only on its fossilized skeleton? Write your answers in your science journal. Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Describe what can be learned by studying scientific methods and events. Identify the steps used in scientific methods. Explain how scientific methods are used to answer questions. Describe what can be learned by studying scientific methods and events. Explain what can be learned by studying scientific methods and events. Objectives Chapter 1 Section 2 Scientific Methods and Inquiry

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu What Are Scientific Methods? Scientific methods are the ways in which scientists answer questions and solve problems. The following Visual Concepts presentation shows some of the steps scientists use to answer questions. Chapter 1 Section 2 Scientific Methods and Inquiry

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Ask a Question Asking a question helps focus the purpose of the investigation. Scientists often ask a question after making an observation. Observation is the process of obtaining information by using the senses. Observations lead to answers only when they are accurate and carefully recorded. Chapter 1 Section 2 Scientific Methods and Inquiry

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Form a Hypothesis When scientists want to investigate a question, they form a hypothesis. A hypothesis is an explanation that is based on prior scientific research or observations and that can be tested. Make Predictions Before testing a hypothesis, scientists often make predictions about what they think will happen in an experiment or investigation. Chapter 1 Section 2 Scientific Methods and Inquiry

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Test the Hypothesis A hypothesis must be tested for scientists to learn whether an idea can be supported scientifically. Scientists test hypothesis by gathering data. Data are any pieces of information acquired through observation or experimentation. A controlled experiment may be used to test a hypothesis. A controlled experiment tests one variable at a time. By changing only the variable, scientists can see the results of just that one change. Chapter 1 Section 2 Scientific Methods and Inquiry

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Test the Hypothesis, continued Testing Without Experiments Sometimes, it is not possible to use a controlled experiment to test something. By observing nature, scientists can often collect large amounts of data about their hypotheses. When large amounts of data support a hypothesis, the hypothesis is probably valid. Chapter 1 Section 2 Scientific Methods and Inquiry

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Analyze the Results After they finish their tests, scientists must analyze the results. Analyzing the results helps scientists construct reasonable explanations based on the evidence that has been collected. Chapter 1 Section 2 Scientific Methods and Inquiry

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Draw Conclusions After analyzing the results of their tests, scientists must conclude if the results support the hypothesis. Proving that a hypothesis is not true can be as valuable as proving that it is true. Chapter 1 Section 2 Scientific Methods and Inquiry

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Communicate Results After finishing an investigation, scientists communicate their results to share what they have learned. Science depends on sharing information. Sharing allows other scientists to repeat experiments to see if they get the same results. By sharing, scientists can compare hypotheses. Sometimes, new data lead scientists to change their hypotheses. Chapter 1 Section 2 Scientific Methods and Inquiry

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Section 3 Tools and Measurement Bellringer What could you study by using a telescope? What could you study by using a microscope? Write your answers in your science journal. Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Describe three kinds of tools. Explain the importance of the International System of Units. Describe how to measure length, area, mass, volume, and temperature. Describe what scientists need to do when making measurements of living things. Objectives Chapter 1 Section 3 Tools and Measurement

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Tools for Science Tools for Seeing Microscopes help you make careful observations of things that are too small to see with just your eyes. Tools for Measuring Stopwatches, metersticks, balances, thermometers, spring scales and graduated cylinders are some tools you can use to make measurements. Tools for Analyzing Calculators and computers, and even a pencil and paper, are tools you can use to analyze your data. Chapter 1 Section 3 Tools and Measurement

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Measurement The International System of Units (SI) is the current name for the metric system. It is used by most scientists and almost all countries. All SI units are based on the number 10. Length The basic unit of length in the SI system of measurement is the meter. Chapter 1 Section 3 Tools and Measurement

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Measurement, continued Area is the measure of how much surface an object has. To calculate area of a square or a rectangle use this equation: area  length  width Chapter 1 Section 3 Tools and Measurement

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Mass is a measure of the amount of matter in an object. The basic unit for mass is the kilogram (kg). Measurement, continued Chapter 1 Section 3 Tools and Measurement

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Volume is a measure of the size of a body or region in three-dimensional space. Temperature is a measure of how hot (or cold) something is. Measurement, continued Chapter 1 Section 3 Tools and Measurement

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Measurements and Living Things When making measurements of living things, scientists must take special precautions. When research involves human subjects, science ethics require that potential subjects be fully informed about the risks and benefits associated with the research. Science ethics also demand that scientists must not knowingly subject coworkers, students, the neighborhood, or the community to health risks or properties risks. Chapter 1 Section 3 Tools and Measurement

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Section 4 Safety in Science Bellringer In your science journal, list five ways that you practice safety in your everyday life. Why is it important to practice safety? Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Explain why safety rules are important. Describe five elements of safety. Explain how to handle animals used in scientific research. Describe what you should do after an accident happens. Objectives Chapter 1 Section 4 Safety in Science

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu The Importance of Safety Rules Preventing Accidents The directions of a science activity are designed to help you avoid accidents. Following directions will also make your work easier, and you will get better results. Preventing Injury Following safety rules after an accident can help avoid or reduce injuries. Chapter 1 Section 4 Safety in Science

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Elements of Safety Safety Symbols Know the meaning of the following safety symbols. Chapter 1 Section 4 Safety in Science

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Elements of Safety, continued Reading and Following Directions Read all of the instructions very carefully before doing any science activity. If you do not understand the directions, ask your teacher to explain them. Neatness Neatly prepare your data tables and gather needed equipment before starting an activity. During an experiment, keep your table or desk tidy. Arrange your equipment and materials. Chapter 1 Section 4 Safety in Science

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Using Proper Safety Equipment Safety equipment that you may use in a science lab include goggles, gloves, and aprons. Proper Cleaning-Up Procedures At the end of a science activity you must always clean up your work area. Elements of Safety, continued Chapter 1 Section 4 Safety in Science

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Proper Accident Procedures Report the Accident Always tell your teacher if an accident happens. Tell your teacher even if the accident is very minor. Caring for Injuries If an accident should result in an injury, your teacher may have to perform first aid. First aid is emergency medical care for someone who has been hurt. Chapter 1 Section 4 Safety in Science

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Proper Accident Procedures, continued Steps to Follow After an Accident The steps to follow after an accident are shown below. Chapter 1 Section 4 Safety in Science

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu The Nature of Science Use the terms below to complete the concept map on the next slide. science scientific methods hypothesis observations problems experiments questions Concept Mapping Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Standardized Test Preparation For the following questions, write your answers on a separate sheet of paper. FCAT Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu 1. Accurate record keeping is important in scientific investigations. Give two reasons why this statement is true. Standardized Test Preparation Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu 1.Accurate record keeping is important in scientific investigations. Give two reasons why this statement is true. Full credit answers should include the following points: Accurate record keeping is important in scientific investigations because scientists need to maintain credibility with other scientists. Inaccurate work casts doubt on an investigation’s scientific worth. Accurate record keeping is important so other scientists can reproduce the work. Other scientists may want to replicate previous investigations as part of a new investigation. Standardized Test Preparation Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu 2. Suppose that you are a scientist in the 1600’s before the discovery of dinosaurs. You find a large bone. You have seen an elephant once, so you make a hypothesis that the bone you found is an elephant bone. Then, you take the bone to a museum that has elephant bones. When you compare the elephant bones with the bone you found, you realize that the bone you found cannot be an elephant bone. The bone is too large, too thick, has a different texture, and has many other differences. Examine the diagram on the next slide which shows steps involved in scientific methods. Standardized Test Preparation Continued on next slide Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu 2. What should you do next? A.discard your hypothesis and put your energy into a different investigation B.discard your hypothesis, make new observations, and make a new hypothesis that you can test C.make more observations and stick to your hypothesis so you will not be accused of changing your mind D.assume that your hypothesis is correct and prepare your observations so that they can be communicated to other scientists Standardized Test Preparation Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu 3. Alli is designing an experiment to see if a connection exists between a person’s height and the time that person takes to run 50 meters. Alli wants to use her classmates as test subjects. What do science ethics require Alli to do when designing this experiment? Standardized Test Preparation Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Question 3, continued F.She must not take up too much of the students’ time and must inform them about how much time the experiment will take. G.If she exposes the students to health risks, she must inform the students of the risks and give them the right to refuse to participate. H.She must not assume that because a person is tall, he or she will be fast. She should give students a second chance to run the 50 meters. I.She must not subject students to health risks. She should inform the students about any other risks and give them the right to refuse to participate. Standardized Test Preparation Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu 4. Luisa ran a controlled experiment. She investigated how dissolving an unknown compound affected the boiling point of water. Using 3 liters of water, she started by determining the boiling point of the water. The water boiled at 100.0°C. Then, she added 100 grams (g) of the unknown compound and brought the mixture to a boil. Then, she tested other amounts of the compound in the same amount of water. Later, she repeated the experiment to verify the effect of the unknown compound on the boiling point of water. The repeated experiment yielded the same results as her first experiment did. Standardized Test Preparation Continued on next slide Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Question 4, continued If Luisa dissolved 550 grams of the unknown compound in 3 liters of water, what would be the boiling point of the water? Standardized Test Preparation Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu 5. Which of the following statements best describes what an environmental scientist, a cartographer, an engineer, a zoologist, and a paleontologist have in common? A.they are all ethical scientists B.they all use scientific methods in their work C.they all study organisms and their environments D.they all stick to a hypothesis, even if observations do not support it Standardized Test Preparation Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu 6. A scientist publishes results of an investigation in a major scientific journal. Which of the following statements best describes what you can assume about those results? F.that science has solved a problem, and that the problem needs no more investigation G.that the case is closed, the results are the truth, and other scientists should accept the results as fact H.that those results were obtained through poor scientific techniques, and more investigation has to be done I.that those results were obtained through good scientific techniques, but they are still subject to more investigation Standardized Test Preparation Chapter 1

Resources Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu 6. A scientist publishes results of an investigation in a major scientific journal. Which of the following statements best describes what you can assume about those results? F.that science has solved a problem, and that the problem needs no more investigation G.that the case is closed, the results are the truth, and other scientists should accept the results as fact H.that those results were obtained through poor scientific techniques, and more investigation has to be done I.that those results were obtained through good scientific techniques, but they are still subject to more investigation Chapter 1 Standardized Test Preparation

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How to Use This Presentation To View the presentation as a slideshow with effects select “View” on the menu bar and click on “Slide Show.” To advance through.

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