PowerPoint Learning Quest

PowerPoint Learning QuestPowerPoint Learning Quest

Biology 9Biology 9

Unit 1 : Scientific Unit 1 : Scientific MethodMethod

Created by: Jeff Wolf and Elizabeth Weninger

Objectives: After completing this Learning Quest the student will…

• Describe the detailed steps of Scientific Method (OHEC) used when conducting experiments.

• Apply the Scientific Method steps in the development of their own experiment.

Directions

1. Follow the instructions in the Anticipation Guide found in this PowerPoint Presentation.

2. Follow the instructions and answer all questions found in the Learning Guide.

3. Follow the instructions in the Conclusion guide.

4. ALL THREE GUIDES CAN BE FOUND IN THIS LEARNING POWERPOINT QUEST

Anticipation Guide (Page 1)

• Scientists use many Scientists use many skills in order to gather skills in order to gather information.information.

• When a scientist When a scientist begins to gather begins to gather information, we often information, we often call this period of call this period of gathering information gathering information REASEARCH. Research REASEARCH. Research can be done by can be done by reading and reading and experimenting.experimenting.


• The four key steps of the scientific method include: – Observations.– A Hypothesis.– An Experiment.– And Conclusion.

• These can easily be remembered as OHEC! The following slides will give you an example of OHEC in a simulated experiment. The experiment will be the testing of different types of paper airplanes.

Anticipation Guide (Page3)

• In our first step, it is important to observe the object to decide what scientific questions you should ask.

• In the case of our simulated experiment, a scientist can watch an airplane launch from different angles, as well as, from different heights. A scientist can also watch what happens when an airplane lands on a tile surfaced floor compared to when an airplane lands on a carpeted floor. Observing the flight of two different airplanes may also be a possibility during this stage of the OHEC research process.


• The next step in our OHEC research process is the hypothesis. When a person makes an educated guess, based on prior information, this guess is called a hypothesis. A hypothesis can also be a suggested solution on how to solve a problem.

• In the case of our simulated paper airplane experiment, a scientist could make a hypothesis that a paper airplane, launch at a 30 degree angle will fly further than a paper airplane launched at a 35 degree angle.


• The third step in the OHEC research process is the experimentation step.

• In the experiment step of our simulated paper airplane experiment, a scientist could throw a paper airplane at a 30 degree angle three times, and then throw the same airplane at a 35 degree angle three times to determine the average length of travel. This would help in determining which angle allows for a greater distance for the airplane flight.


• The final step in the OHEC research process is the development of a conclusion.

• Depending on the results of our paper airplane experiment, a scientist could conclude whether the paper airplane launched at a 30 degree angle flew further than a paper airplane launched at a 35 degree angle. Therefore, within the conclusion statement the scientist can prove or disprove their original hypothesis.

Learning Guide (Page 1)Learning Guide (Page 1)

• In addition to OHEC, scientists often use other skills that are connected to the observation, hypothesis, experiment, and conclusion process known as scientific method.

• These skills can be classified in one or more of the OHEC steps:– Measuring.– Inferring.– Classifying.– Organizing.– Predicting.– Modeling.– Analyzing.

Learning Guide (Page 2)• Although scientists do not use all Although scientists do not use all

of these skills while conducting, of these skills while conducting, their research it is important that their research it is important that scientists think like detectives scientists think like detectives and use all their skills to solve a and use all their skills to solve a mystery. Sometimes by solving mystery. Sometimes by solving these mysteries, scientists can these mysteries, scientists can help prevent the destruction of an help prevent the destruction of an endangered species or even help endangered species or even help cure a contagious disease.cure a contagious disease.

• In the Learning Guide, we will In the Learning Guide, we will look at these skills more closely.look at these skills more closely.


• One science skill, important to all scientists is measuring. Measuring can be used in the observing, hypothesis or the experimental steps of the OHEC science research process. Measuring can be a very important tool when a scientist needs an exact observation.

• The length of our paper airplane flights would be important information for our simulate experiment in the Anticipation Guide.


• Another science skill used by scientist is classifying. Classifying occurs when you group objects based on how they are alike. This could be used in the experiment or conclusion steps of OHEC!

• The paper airplane flights could be grouped by launching angle or distance the airplane flew.


• OrganizingOrganizing your your research is another research is another science skill where a science skill where a scientist can group his scientist can group his or her work in or her work in chronological orderchronological order (i.e. (i.e. presenting ideas presenting ideas according to the time according to the time in which they in which they occurred)occurred), or , or emphatic emphatic orderorder (i.e. placing ideas (i.e. placing ideas in order based on in order based on importance).importance).


• PredictingPredicting, another , another science skill, gives the science skill, gives the scientist an opportunity to scientist an opportunity to make a guess on the make a guess on the outcome of their research. outcome of their research. Sometimes this guess will Sometimes this guess will be an educated guess and be an educated guess and sometimes this guess will sometimes this guess will be just a gamble. be just a gamble.


• The final two skills important The final two skills important to scientist are to scientist are modelingmodeling and and analyzinganalyzing. A model, for . A model, for example, a drawing, diagram example, a drawing, diagram or 3-D copy can be very or 3-D copy can be very helpful in studying a particular helpful in studying a particular problem.problem.

• When a scientist analyzes When a scientist analyzes information, they study it information, they study it carefully before presenting the carefully before presenting the information to someone information to someone important such as a doctor or important such as a doctor or a professor at a university.a professor at a university.


• Inferring is also another important tool to a scientist. When you infer, you form a conclusion based upon facts. This is an important portion to the concluding step of the OHEC process.


• The dependent variable is a measure of the change. Any changes in it depends on changes made to the independent variable.

• The Dependent variable demonstrates the effect of changing the independent variable.

• For example, if Jim is down For example, if Jim is down the school hallway and the school hallway and comes to an intersection, comes to an intersection, he can either turn left he can either turn left towards the gym or right towards the gym or right towards the office. If Jim towards the office. If Jim has gym class now, that has gym class now, that decision determines which decision determines which way Jim will be going. way Jim will be going. Therefore, the independent Therefore, the independent variable is Jim’s gym class variable is Jim’s gym class and the dependent variable and the dependent variable is the fact that Jim will turn is the fact that Jim will turn left. left.

Dependent and Independent Variables


1.1. When you suggest a solution to a problem, you are When you suggest a solution to a problem, you are offering a ______.offering a ______.

2.2. By creating a diagram of how the paper airplane flew, By creating a diagram of how the paper airplane flew, you are presenting a ______ to the audience.you are presenting a ______ to the audience.

3.3. When you use all of your senses during an experiment, When you use all of your senses during an experiment, you are making an ________.you are making an ________.

4.4. Chronological order is another form of _________ your Chronological order is another form of _________ your information.information.

5.5. When you study your information carefully, you are When you study your information carefully, you are ________ it.________ it.

6.6. __________is when a scientist forms a conclusion based __________is when a scientist forms a conclusion based upon facts without making observations.upon facts without making observations.

7.7. __________ is grouping objects based upon how they are __________ is grouping objects based upon how they are alike.alike.

• Analyzing.Analyzing.• Classifying.Classifying.• Observation.Observation.• Hypothesis.Hypothesis.• Modeling.Modeling.• Organizing.Organizing.• Inferring.Inferring.

Find your teacher before taking this assessment. Print this form and finish the following sentences to the left with their terms to the right.

Practice Assessment #1:Practice Assessment #1:

Conclusion Guide (Page 1)Conclusion Guide (Page 1)

• In part one of the Conclusion Guide, your job will be to recall your graphing skills. Graphing is an important part of being a scientist. Graphs can be used to display data that was collected during an experiment.

• Graphs must always be constructed correctly and accurately to portray the data collected from the experiment.

• A graph must contain five key parts in order to display the data collected accurately. These five major parts are: The title, the independent variable , the dependent variable ,the scales for each variable and a legend.

Part One: Graphing Skills


• Part one: The Title.Part one: The Title.– The title tells the The title tells the

reader what the graph reader what the graph is about. Within this is about. Within this title the scientist title the scientist should make a clear should make a clear statement about the statement about the experiment’s experiment’s independent and independent and dependent variables.dependent variables.


• Part two: The Independent Variable.– The independent

variable is the part of the experiment that can be controlled by the scientist. These sections of the experiment usually include time, depth, and temperature.

– The independent variable is always placed on the x- axis (horizontal axis).

The x axis


• Part three: The Dependent Variable.– The dependent variable is that

variable which is directly affected by the independent variable.

– Here is a perfect example of how independent variables are found during an experiment. Example question: How many oxygen bubbles does a dolphin produce located at 15 meters below the surface of the water? The oxygen bubbles are dependent on the depth of the water.

– Therefore the measure of the bubbles would be a dependent variable and would be placed on the y -axis (vertical axis).

The y axis


• Part four: Scales for each Variable.– When constructing a graph one

needs to know where to plot the points to correctly represent the data.

– To do this a scale must be developed to include all the data points from the experiment. The scientist must also realize that the graph can only take up a minimum amount of space (one page).

– Scales should always start with 0 and climb based on intervals such as multiples of 2, 5, 10, 25, 50, 100 and so on. 0 cm

10 cm

20 cm


• Part five: The Legend.– The legend is a short

descriptive narrative giving the reader information about the graph’s data.

– Legends should always be placed into short sentences and placed underneath the graph.


Practice Assessment #2: Using the following data below, answer the following questions on the next slide and then construct a line graph (Answer questions 6-9 after you have constructed the graph).

Depth in Meters # of Oxygen Bubbles/minute Plant A

# of Oxygen Bubbles/minute Plant B

1 29 20

5 36 30

12 45 40

18 32 50

28 20 34

30 15 20

35 10 15


• Click on the graph to Click on the graph to the left. At this the left. At this time, Microsoft Word time, Microsoft Word will open on your will open on your computer. Print this computer. Print this graph so it can be graph so it can be used for practice used for practice assessment number assessment number two.two.

Conclusion Guide (Page 9)Conclusion Guide (Page 9) 1. What is the dependent variable? Explain.2. What is the independent variable? Explain.3. What title would you give the graph?4. What are the mean, median, and mode of all 3 columns of data?

a. Depth: Mean? Median? Mode?b. Bubble Plant A: Mean? Median? Mode?c. Bubble Plant B: Mean? Median? Mode?

5. What conclusions can be determined from the data in graph 1?6. What conclusion can be determined from the data in graph 2?7. Can the data in each of these graphs be used to construct other

types of graphs? 8. If so, what other graph types can be constructed?

Print these questions and once you finished them please turn them in to your teacher.

Conclusion Guide (Page 10)

• Optional:• For part two of your

Conclusion Guide, you will develop an experiment using the OHEC process as well as all of the specific skills needed for completing an OHEC process. See your teacher for some suggestions. Remember to use all seven science skills in the experiment and lab write up.

Part Two: Development of an Experiment

Works CitedWorks Cited• http://www.chemie.at/scientist.jpghttp://www.chemie.at/scientist.jpg• http://www.ruggeriphoto.com/images/scientist.jpghttp://www.ruggeriphoto.com/images/scientist.jpg• http://www.bakerhughes.com/bakerpetrolite/images/additives/http://www.bakerhughes.com/bakerpetrolite/images/additives/

scientist_at_microscope.jpgscientist_at_microscope.jpg• http://www.houghton.edu/images2/academics/science.jpghttp://www.houghton.edu/images2/academics/science.jpg• http://www.afsv.af.mil/NWVW/images/Aug-Sept03/PaperAirplaneshttp://www.afsv.af.mil/NWVW/images/Aug-Sept03/PaperAirplanes

..jpgjpg

• http://www.fountainofbaloney.com/Resources/paperairplane.jpghttp://www.fountainofbaloney.com/Resources/paperairplane.jpg• http://www.fotosearch.com/comp/EYW/EYW184/gbu_010.http://www.fotosearch.com/comp/EYW/EYW184/gbu_010.jpgjpg• http://www.sjcschoolnews.org/teachers/17/images/paperhttp://www.sjcschoolnews.org/teachers/17/images/paper

%20airplanes.jpg%20airplanes.jpg• http://www.noaanews.noaa.gov/magazine/stories/images/http://www.noaanews.noaa.gov/magazine/stories/images/

questionmarks.jpgquestionmarks.jpg• http://dwb.unl.edu/Teacher/NSF/C09/C09Links/http://dwb.unl.edu/Teacher/NSF/C09/C09Links/

www.kobold.demon.co.uk/kinetics/maxboltz.gifwww.kobold.demon.co.uk/kinetics/maxboltz.gif

Move onto Unit #2 PowerPoint.Move onto Unit #2 PowerPoint.

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