1. 1.Enter the classroom silently and find your seat. 2.Take out your HAWK card, agenda, guided notes from last class, and pencils 3.Put backpack by the back wall 4.Write down homework in your agenda (Finish entire guided notes packet)– {45 sec} 5.Stack planners at the front of your table group 6.Stack guided notes from last class on top of planners 7.Write the objectives and learner profile 8.Do Now {5 min} 9.Wait silently for instructions 7 min AGENDA DO NOW: Four Square Do Now Objective(s): SWBAT identify the independent, dependent, and constant variables in an experiment. SWBAT explain the purpose of a control group. Friday, August 21 Learner Profile: Thinkers

2. Statement of Inquiry/IB Trait STATEMENT OF INQUIRY: Humans explore the relationships among interacting variables and use evidence to impact communities and find functional solutions using scientific and technological advances. IB TRAIT: THINKERS

3. Think about this… independent If someone is independent, what do you think that means? How would you describe that person? – They are on their own, they take care of themselves, they are in control of their own life.

4. Think about this… dependent If someone is dependent, what do you think that means? How would you describe that person? – They rely on others, they are not in control, they depend on someone or something else.

5. If you give a mouse a cookie… We’re going to listen to the children’s book, “If You Give a Mouse a Cookie.” While we listen, we’re going to identify various independent events and dependent events throughout the story.

6. If you give a mouse a cookie…

7. I.Do Now II.What are variables? III.3 Types of Variables IV.Establishing a control group V.Guided Practice VI.Independent Practice VII.Exit Ticket VIII.Closing and Questions Variables and Control Groups inquiry value “ A subtle thought that is in error may yet give rise to fruitful inquiry that can establish truths of great value.” – Isaac Asimov

8. What are variables? VariablesVariables are… – Anything that can change or be manipulated in an experiment. Before we begin any experiment, we must identify variables that can affect our results. Then we must decide which variables to control and which to vary.

9. I.Do Now II.What are variables? III.3 Types of Variables IV.Establishing a control group V.Guided Practice VI.Independent Practice VII.Exit Ticket VIII.Closing and Questions Variables and Control Groups inquiry value “ A subtle thought that is in error may yet give rise to fruitful inquiry that can establish truths of great value.” – Isaac Asimov

10. Types of Variables Independent VariableIndependent Variable – The factor a scientist changes; the cause. – There can only be one independent variable. Dependent VariableDependent Variable – The factor a scientist observes; the effect – The factor that changes as a result of the independent variable. – It is dependent upon the independent variable. – Also known as the responding variable.

11. Types of Variables Helper sentence:Helper sentence: – The scientist changes the independent variable to see a difference in the dependent variable.

12. For Example… Consider this question... – Will houseplants grow faster if you make the room warmer? Lets identify the independent variable (IV) – Will houseplants grow faster if you make the room warmer? – The temperature of the room is the IV because we are personally changing or manipulating that variable. Lets identify the dependent variable (DV) – Will houseplants grow faster if you make the room warmer? – How fast the plants grow is the DV because it is dependent upon the temperature of the room, or the IV.

13. Other Variables Constant VariablesConstant Variables – Variables that stay the same so that accurate results can be determined. – An experimental plan is not complete unless all other variables are kept constant Keeping variables constant means keeping all the conditions the same except for the independent variable. – You should have at least three constant variables in your experiment. What hand signal could we use to display a constant?

14. Back to our example… In our experiment about plant growth and the temperature of the room, our independent variable was the temperature of the room. However, we need to keep all other variables that might affect the growth rate of the plant constant. – The size of the container, the type of soil, the amount of water, the amount of light, and the use of fertilizer. – You would also need to keep the style of plant constant.

15. I.Do Now II.What are variables? III.3 Types of Variables IV.Establishing a control group V.Guided Practice VI.Independent Practice VII.Exit Ticket VIII.Closing and Questions Variables and Control Groups inquiry value “ A subtle thought that is in error may yet give rise to fruitful inquiry that can establish truths of great value.” – Isaac Asimov

16. Control Groups control group In any experiment, there are two groups. An experimental group and a control group. The experimental group is the group whose conditions are being changed. – The plants that are being grown at a warmer temperature make of the experimental group. – They receive the Independent Variable.

17. Control Groups control group The control group, or the control, is the group whose conditions are not being changed. – The plants that are grown at the normal temperature make up the control group. – They do not receive the Independent Variable.

18. Control Groups purpose The purpose of a control group is to serve as a standard comparison. For example.. – If the plants in the control group grew an average of 1 centimeter after 3 weeks, you could compare whether the plants in the experimental group grew the same amount, or grew more than or less than 1 centimeter. Without the control group, we can’t tell if the result is because of our experiment or not.

19. Guided Notes Practice SpongeBob noticed that his favorite pants were not as clean as they used to be. His friend Sandy told him he should try using Clean-O detergent. SpongeBob washed one pair of pants in Cheap-O detergent (his usual detergent) and another pair of pants in Clean-O detergent. Then, SpongeBob evaluated each pair of pants to see how clean they were. Helper Sentence: Independent Variable: Dependent Variable: The scientist changes the independent variable to see a difference in the dependent variable. Type of detergent How clean his pants are

20. Guided Notes Practice Patrick believes that fish that eat food exposed to microwaves will become smarter and would be able to swim through a maze faster. He decides to perform an experiment by placing fish food in a microwave for 20 seconds. He has the fish swim through a maze and records the time it takes for each one to make it to the end. He feeds one handful of special food to 10 fish and gives one handful of regular food to 10 others. After 1 week, he has fish swim through the maze again and records the time for each. Scientific Question: Independent Variable: Dependent Variable: Constant Variables: Will fish become smarter if they eat food that is exposed to microwaves? Food exposed to microwaves How fast they swim through a maze The same maze, the same type of fish, the same type of food, the same amount of time in between the food and the maze

21. Guided Notes Practice Patrick believes that fish that eat food exposed to microwaves will become smarter and would be able to swim through a maze faster. He decides to perform an experiment by placing fish food in a microwave for 20 seconds. He has the fish swim through a maze and records the time it takes for each one to make it to the end. He feeds one handful of special food to 10 fish and gives one handful of regular food to 10 others. After 1 week, he has fish swim through the maze again and records the time for each. Is there a need for a control group in this experiment? Why or why not?: Which group would be considered the control group? Yes, there should be a control group so that Patrick can really tell if the fish swim faster because of the microwaved food. The control group would be the group of fish that ate regular food.

22. Quick Quiz! 1.Which variable is purposefully changed by the scientist and is the variable that is tested? a.Constant Variable b.Independent Variable c.Dependent Variable d.Control Group 2.Which variable stays the same throughout the investigation? a.Constant Variable b.Independent Variable c.Dependent Variable d.Control Group

23. Quick Quiz! 3.Which variable is observed by the scientist and is the result of the experiment? a.Constant Variable b.Independent Variable c.Dependent Variable d.Control Group 4.Alan is investigating the rate at which flowers grow. He is able to change the amount of sunlight, heat, water, and type of soil that is used with the flower. During his experiments the sunlight, type of soil, and heat used on the flower are kept constant. Therefore, which of the following is the independent variable in the experiments? a.Water b.Type of flower planted c.Type of soil d.Sunlight

24. I.Do Now II.What are variables? III.3 Types of Variables IV.Establishing a control group V.Guided Practice VI.Independent Practice VII.Exit Ticket VIII.Closing and Questions Variables and Control Groups inquiry value “ A subtle thought that is in error may yet give rise to fruitful inquiry that can establish truths of great value.” – Isaac Asimov

25. Four Corners Four corners around the room are labeled “Independent Variable,” “Dependent Variable,” “Constant Variable,” and “Control Group.” We’re going to look at a few experiments – for each one I will name various aspects and you will decide if you think it represents the IV, DV, Constant Variable, or Control Group.

26. Four Corners When you have decided which aspect it represents, you will silently move to that corner of the room. you might get called on randomly Be prepared to explain why you chose that corner, you might get called on randomly ! Turn to the person next to you and explain to them what is going to happen. You have 30 seconds.

27. Four Corners Experiment 1: A researcher conducts an experiment to test the effects of orange juice on people’s sense of balance. He divides his subjects into three groups: in one group the participants drink one ounce of orange juice, in another group, participants drink two ounces of orange juice. In the third group, participants drink water. He then watches as each participant walks on a straight line from one corner of the room to the other, counting how many times they step off of the line. Independent Variable Constant Variable ControlGroup Dependent Variable People’s Sense of Balance

28. Four Corners Experiment 1: A researcher conducts an experiment to test the effects of orange juice on people’s sense of balance. He divides his subjects into three groups: in one group the participants drink one ounce of orange juice, in another group, participants drink two ounces of orange juice. In the third group, participants drink water. He then watches as each participant walks on a straight line from one corner of the room to the other, counting how many times they step off of the line. Independent Variable Constant Variable ControlGroup Dependent Variable The third group who is drinking water.

29. Four Corners Experiment 1: A researcher conducts an experiment to test the effects of orange juice on people’s sense of balance. He divides his subjects into three groups: in one group the participants drink one ounce of orange juice, in another group, participants drink two ounces of orange juice. In the third group, participants drink water. He then watches as each participant walks on a straight line from one corner of the room to the other, counting how many times they step off of the line. Independent Variable Constant Variable ControlGroup Dependent Variable Participants walking in a straight line from one corner of the room to the other.

30. Four Corners Experiment 1: A researcher conducts an experiment to test the effects of orange juice on people’s sense of balance. He divides his subjects into three groups: in one group the participants drink one ounce of orange juice, in another group, participants drink two ounces of orange juice. In the third group, participants drink water. He then watches as each participant walks on a straight line from one corner of the room to the other, counting how many times they step off of the line. Independent Variable Constant Variable ControlGroup Dependent Variable The amount of orange juice the participants drank.

31. Four Corners Experiment 1: A researcher conducts an experiment to test the effects of orange juice on people’s sense of balance. He divides his subjects into three groups: in one group the participants drink one ounce of orange juice, in another group, participants drink two ounces of orange juice. In the third group, participants drink water. He then watches as each participant walks on a straight line from one corner of the room to the other, counting how many times they step off of the line. Independent Variable Constant Variable ControlGroup Dependent Variable Type of orange juice

32. Four Corners Experiment 2: Jose wants to know if there is a relationship between the number of factories in a neighborhood and the number of children who have asthma (difficulty breathing). Jose visits three neighborhoods in Dallas that each have 400 people living in them: 1 neighborhood has 0 factories, 1 neighborhood has 5 factories, and 1 neighborhood has 10 factories. In each neighborhood, Jose looks at medical records, school records, and interviews people to get a count of how many children have asthma. Independent Variable Constant Variable ControlGroup Dependent Variable Neighborhood with 0 factories

33. Four Corners Experiment 2: Jose wants to know if there is a relationship between the number of factories in a neighborhood and the number of children who have asthma (difficulty breathing). Jose visits three neighborhoods in Dallas that each have 400 people living in them: 1 neighborhood has 0 factories, 1 neighborhood has 5 factories, and 1 neighborhood has 10 factories. In each neighborhood, Jose looks at medical records, school records, and interviews people to get a count of how many children have asthma. Independent Variable Constant Variable ControlGroup Dependent Variable Amount of people with asthma

34. Four Corners Experiment 2: Jose wants to know if there is a relationship between the number of factories in a neighborhood and the number of children who have asthma (difficulty breathing). Jose visits three neighborhoods in Dallas that each have 400 people living in them: 1 neighborhood has 0 factories, 1 neighborhood has 5 factories, and 1 neighborhood has 10 factories. In each neighborhood, Jose looks at medical records, school records, and interviews people to get a count of how many children have asthma. Independent Variable Constant Variable ControlGroup Dependent Variable Neighborhoods in Dallas

35. Four Corners Experiment 2: Jose wants to know if there is a relationship between the number of factories in a neighborhood and the number of children who have asthma (difficulty breathing). Jose visits three neighborhoods in Dallas that each have 400 people living in them: 1 neighborhood has 0 factories, 1 neighborhood has 5 factories, and 1 neighborhood has 10 factories. In each neighborhood, Jose looks at medical records, school records, and interviews people to get a count of how many children have asthma. Independent Variable Constant Variable ControlGroup Dependent Variable Amount of factories in the neighborhoods

36. Four Corners Experiment 2: Jose wants to know if there is a relationship between the number of factories in a neighborhood and the number of children who have asthma (difficulty breathing). Jose visits three neighborhoods in Dallas that each have 400 people living in them: 1 neighborhood has 0 factories, 1 neighborhood has 5 factories, and 1 neighborhood has 10 factories. In each neighborhood, Jose looks at medical records, school records, and interviews people to get a count of how many children have asthma. Independent Variable Constant Variable ControlGroup Dependent Variable Neighborhoods with 400 people

37. I.Do Now II.What are variables? III.3 Types of Variables IV.Establishing a control group V.Guided Practice VI.Independent Practice VII.Exit Ticket VIII.Closing and Questions Variables and Control Groups inquiry value “ A subtle thought that is in error may yet give rise to fruitful inquiry that can establish truths of great value.” – Isaac Asimov

38. Independent Practice Using your Popcorn Article and the scientific question you wrote last class period, identify the variables in your experiment. You must identify the independent variable, the dependent variable, at least three constant variables, and a control group (if necessary). When you think you’ve identified all your variables, have me come check them. 20 min

39. I.Do Now II.What are variables? III.3 Types of Variables IV.Establishing a control group V.Guided Practice VI.Independent Practice VII.Exit Ticket VIII.Closing and Questions Variables and Control Groups inquiry value “ A subtle thought that is in error may yet give rise to fruitful inquiry that can establish truths of great value.” – Isaac Asimov

40. Complete the exit ticket silently and stack at your table group when you are finished. Exit Ticket 5 min

41. I.Do Now II.What are variables? III.3 Types of Variables IV.Establishing a control group V.Guided Practice VI.Independent Practice VII.Exit Ticket VIII.Closing and Questions Variables and Control Groups inquiry value “ A subtle thought that is in error may yet give rise to fruitful inquiry that can establish truths of great value.” – Isaac Asimov

42. STOP Cards SSummarize: Summarize the day’s lesson and what we learned. TTrait: What IB trait relates to the lesson? OObjective: Re-state in your own words and say whether or not we met that objective for the day. PPurpose: What was the purpose of this lesson?

43. Exit Procedure SILENTLY 1.Voice level 0 - Silence 2.Get your backpack and pack up all of your things. 3.Stand up and push in chair 4.Ladies line up 5.Gentlemen line up 6.Exit silently 7.Hallways are a Level 2 (indoor voice)