Graphing Line Graphs  Used to show data that IS  ‐ _______.  Points are plotted using x ‐ and y ‐ axis  Points are _.

Graphing

Line Graphs

 Used to show data that IS  ‐ _______________________________.  Points are plotted using x ‐ and y ‐ axis  Points are _________________________  Shows relationship between two________________________(how/if the IV affects the DV) as they change  Many times, the IV plotted on the X ‐ axis is __________________________ continuous connected variables a unit of time

Bar Graphs

 Data is _________ continuous  Bars typically don’t touch  Allows us to _______________qualitative data like amounts or percentages and ___________________ data such as places or things  There is no order to the categories on the X‐axis not compare quantitative

Pie Graphs

 Data is _________ continuous  Usually presents data as a “part of a whole” or as _______________________________  Categories add up to ____________________ not Fraction or percent 100%

#DescriptionLineBarPie Ex Amount of each color of M&M’s in a bag X 1 Heating a pan of water over a time period 2 Shows number of students earning A’s, B’s, C’s 3 Measuring the percentage of each gas in air 4 Shows the percentage of allowance spent on different things 5 Shows height change over 15 year period

A study of natural phenomenon.

A systematic study and method.

Science is a systematic attempt to get around human limitations. –-

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 “I love Science.” “This data set makes me happy.” “I wanted better data.” “Failure is not an option.”

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

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

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

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

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

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

Variable: Changing quantity of something. Variable: Changing quantity of something. - - -

Independent Variable: The variable you have control over, what you can choose and manipulate. Independent Variable: The variable you have control over, what you can choose and manipulate.

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

“Write down that this one is good.”

Dependent: (Observe) What you measure in the experiment and what is affected during the experiment. Dependent: (Observe) What you measure in the experiment and what is affected during the experiment. “Write down that this one is good.” “We should be using units / numbers such as seconds, grams, meters, temperature changes.”

control group- group separated from the rest of the experiment where the independent variable being tested cannot influence the results. experimental group- group being exposed to the independent variable being tested and the changes observed and recorded. Trials- the number of times an experiment is tested to make sure results are the same

Controlled variable (constants): : (Same) Quantities that a scientist wants to remain constant so it’s a fair test. Controlled variable (constants): : (Same) Quantities that a scientist wants to remain constant so it’s a fair test. Same light Same Light Same water Worms were placed in the experimental group.

Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test. Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test. Same light Same Light Same water Worms were placed in the experimental group.

ProblemIndependent 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.

ProblemIndependent 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.

ProblemIndependent Variable (Change) Dependent Variable (Observe) Controlled 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.

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.

Problem?Independent Variable (Change) Dependent Variable (Observe) Controlled 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.

Whiteboard practice

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.

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.

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.

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 Constants= Control Group= Experimental group =Same size ice, temperature acts the same on all of them.

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 Constants = Same size ice, temperature acts the same on all of them.

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 Constants= Same size ice, temperature acts the same on all of them.

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 Constants = Same size ice, temperature acts the same on all of them. –Everything is the same except for the minerals

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. Experimental groups: ice with mineral on top Control Group: ice with no minerals on top

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).

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).

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).

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, leavflowers Constants = Control group= Experimental group= Both containers were identical except one was given cigarette smoke (independent variable).

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 Constants=Both containers were identical except one was given cigarette smoke (independent variable).

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 Constants = Both containers were identical except one was given cigarette smoke (independent variable).

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. Constants = Both containers were identical except one was given cigarette smoke (independent variable).

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. Experimental group: plants receiving smoke Control Group: plants receiving no smoke

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.

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 Constants = Similar brand of egg, similar size, same temp, everything is the same.

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. Experimental group : on its side (experimenter selected) Control group: straight up

Inference: a reasonable conclusion based on your observations

Activity Sheet Available, Times have changed, Trials, Average. (Optional) –Variance and Standard Deviation Extension

Note- The learning today will only partly be about variations in sound.

–Learning how to conduct trials is an important skill that will occur in this activity.

We must use the scientific method to gather empirical and measurable evidence.

–The sample size should be large.

We must use the scientific method to gather empirical and measurable evidence. –The sample size should be large. –Random sampling techniques should be used.

We must use the scientific method to gather empirical and measurable evidence. –The sample size should be large. –Random sampling techniques should be used. –All biases should be avoided and poorly collected data should be thrown out.

Please create the following spreadsheet. 12345678910 Trials Old New 12345678910 Trials Old New

Problem: Can you determine an old penny from a new penny by the sound it makes when dropped?

–Old = Made before 1982 –New = Made after 1982

Problem: Can you determine an old penny from a new penny by the sound it makes when dropped? –Old = Made before 1982 –New = Made after 1982

Activity! (Optional) Times Have Changed. –Pennies have changed in composition over the years. (Background Information) 1793–1857 100% copper 1857–1864 88% copper, 12% nickel 1864–1962 bronze (95% copper, 5% tin and zinc) 1943 zinc-coated steel 1944–1946 brass (95% copper, 5% zinc) 1962–1982 brass (95% copper, 5% zinc) 1982–present 97.5% zinc, 2.5% copper

Make an educated guess called a hypothesis for the problem. –Problem: Can you determine an old penny from a new penny by the sound it makes when dropped?

Please drop an old penny and a new penny 15 times each from a height of 30 cm onto a hard surface and listen to the sound it makes.

Example of tester organizing trials.

X X X X X X X

Tester gets results from listener, then switch. Listener Tester Tester looks at their order sheet to determine if each drop will be an old or new penny.

Tester gets results from listener, then switch. Listener Tester Tester looks at their order sheet to determine if each drop will be an old or new penny. “Dropping Penny”

Tester gets results from listener, then switch. Listener Tester Tester looks at their order sheet to determine if each drop will be an old or new penny. “Dropping Penny” “Drop away”

Tester gets results from listener, then switch. Listener Tester Tester looks at their order sheet to determine if each drop will be an old or new penny. “Drop away” “Old Penny”

Activity! Times Have Changed –Choose a partner for this project that was not next to you during random order collection. –Keep your random test order hidden from your new partner / listener. –Listener should keep eyes closed during each drop and until pennies have been collected. Old and new pennies look differently. –Tester and listener must communicate for each drop. Tester says “dropping” and listener says “drop away.” Listener can open eyes when tester says pennies have been collected and mark should mark their guess on the listener spreadsheet. Copyright © 2010 Ryan P. Murphy

Problem: Can you determine an old penny from a new penny by the sound it makes when dropped? –Score your own sheet out of 100% (10 pts for each correct response) –Gather the entire classes scores to obtain average / mean. Add all of the scores and divide by the number of students to find the mean / average. –What was the average grade (%) Do our results answer the problem?

Graphing Line Graphs  Used to show data that IS  ‐ _______.  Points are plotted using x ‐ and y ‐ axis  Points are _.

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Graphing Line Graphs  Used to show data that IS  ‐ _______________________________.  Points are plotted using x ‐ and y ‐ axis  Points are _________________________.

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Presentation on theme: "Graphing Line Graphs  Used to show data that IS  ‐ _______________________________.  Points are plotted using x ‐ and y ‐ axis  Points are _________________________."— Presentation transcript:

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About project

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Graphing Line Graphs  Used to show data that IS  ‐ _______.  Points are plotted using x ‐ and y ‐ axis  Points are _.

Presentation on theme: "Graphing Line Graphs  Used to show data that IS  ‐ _______.  Points are plotted using x ‐ and y ‐ axis  Points are _."— Presentation transcript: