Grades 7-10

Duration: 15 mins

Teacher's Notes

page 2 page 3

Summary of ProgramThe Scientific Methodology is a systematicprocess used to find out information. It involvesthe following steps:i) Identify the problem or questionii) Gathering relevant dataiii) Formulate a hypothesisiv) Design and perform an experiment to test

the hypothesisv) Analyze the datavi) Accept, modify or reject the hypothesis.

This video, ‘The Scientific Method’ uses LouisPasteur’s famous bacterial experiment todemonstrate each step of the scientific methodand how it was used to gain accurate andreliable knowledge. The scientific method is thenshown to be invaluable for answering everydayquestions that might arise, for example “Doplants need light to grow?" The concept ofscientific hypotheses, theories and laws are alsoaddressed.

Pre-Video Work:1. As young scientists, ask your students

what they believe science is all about.Have a student write all thesuggested ideas on the board andbriefly discuss each. Ask the studentsto now re-write their original answerto incorporate these new ideas.

2. Discuss with your students whetherscientific ideas have always beencorrect. Ask them to think of exampleswhere it hasn’t (the video will addresssome early incorrect ideas about theuniverse). Can they think whyscientific ideas can turn out to beincorrect?

3. Ask your students to write 5 scientificquestions that they would like toanswer. Insist that they choosequestions for which they couldrealistically work on to find an answer.

4. Prior to watching this video it wouldbe beneficial for the students to havean understanding of hypotheses. Withthis knowledge, ask the students towrite suitable hypotheses for each oftheir questions from 3.

5. Read through the Student Worksheetwith your class to ensure that theyunderstand what type of informationthey are collecting when viewing the

video.

TheScientificMethod

Copyright CLASSROOM VIDEO (2004)

and Orders: Classroom Video

107 1500 Hartley Avenue

Coquitlam, BC V3K 7A1

Phone: (604) 523 6677 Fax: (604) 523 6688

email: sales@classroomvideo.com

UK: Phone: (01454) 324 222 Fax: (01454) 325 222

Australia: Ph: (02)9913 8700 Fax: (02) 9913 8077

USA: Phone:1-800-665 4121 Fax: 1-800-665 2909

New Zealand Phone/Fax: (09) 478 4540

Student Worksheet:

1. What does science allow us to do?

2. What did Plato predict about our universe?

3. Besides not having the suitable technology, why else was Plato wrong?

4. A systematic process of gathering and interpreting information is called the S___________ M___________.

5. i) Louis Pasteur conducted his experiments on the spoilage of food substances

around the year __________.

ii) At this time people believed that the spoilage was due to bacteria coming out of nowhere (i.e.. S_____________

G______________).

iii) Complete the table (on the following page) as you view the video presentation on this famous experiment.

6. What does “defining the problem” involve?

7. What does “gathering relevant data” involve?

8. A hypothesis is always a _____________ not a question.

9. A hypothesis is a possible _____________to a question or problem.

10. An experiment can involve taking _____________ or making _____________ to determine whether our hypothesis is correct.

11. Factors which can influence what we are observing are called _____________.

12. It is important to study only one _____________ at a time and to hold all other _____________ constant.

13. How can you rely on the accuracy of your results?

14. i) If the data supports the hypothesis we _____________ it.

ii) If the data does not support the hypothesis we _____________ it.

iii) If the data partly supports the hypothesis then we _____________ the hypothesis and experiment again.

15. A hypothesis becomes a theory when it is widely _____________.

16. A theory is an _____________ for a set of observations.

17. What is a scientific law?

18. How can we gain better knowledge?

Definition of the

problem orquestion

Accept, Reject orModify theHypothesis

Gathering of

relevant data

Formulation ofHypothesis

Can ___________be created byspontaneousgeneration?

Bacteria arepresent in dustparticles found inthe _________

A flask of broth willremain _________so long as noairborne bacteriacan get into it.

Observation or Experimentation

Air, Dust

& Microbes

These resultsshowed Pasteurthat he should______________the hypothesis.

HEAT tosterilise the

broth.

S-shaped flaskneck to stop dust

from falling in.

BROTH

Broth is___________

here.

Broth remained_____________.

Table for Question 5

Activities following the video

1. Read the following list to your class one at a time and ask students to determine which hypothesis is scientifically appropriate.Remind them that a hypothesis is a statement that can be tested.

a) Orange juice is better than apple juice.b) Blonde hair grows faster than brown hair.c) Dogs drink more water on hot days than cold days.d) Summertime is more fun than wintertime.e) A black cup of tea cools more quickly than a white cup of tea.

2. Below is a list of questions that could be used as the basis for experimentation. Ask your students to think of the variables thatshould be controlled in each.

a) Which brand of tissue is best at soaking up a small puddle of water?b) Which will bounce higher - a tennis ball or basketball?c) Will salty water boil sooner than plain water?d) Will seeds germinate more quickly if kept warm or cool?e) Which melts more quickly - plain water ice cubes or salt water ice cubes?

3. Students are to write a list of instructions to test one of the following hypotheses:a) A Bunsen burner will boil a beaker of water more quickly when the blue flame is used.b) A cube of sugar will take longer to dissolve than a crushed cube of sugar.c) A basketball will roll down a ramp faster than a tennis ball.d) A flat piece of paper will take longer to fall from a balcony than if it was crumpled into a ball.

Research TaskAs a class, choose a scientifically appropriate hypothesis from the list in question 1 or 3 ( or make up your own) and work throughthe scientific method. The experiment may need to be performed on a separate day as planning the experiment, including thecontrolling of variables may take some time for the class to carefully think about.

Grades 7-10

Duration: 15 mins

Teacher's Notes

page 2 page 3

Summary of ProgramThe Scientific Methodology is a systematicprocess used to find out information. It involvesthe following steps:i) Identify the problem or questionii) Gathering relevant dataiii) Formulate a hypothesisiv) Design and perform an experiment to test

the hypothesisv) Analyze the datavi) Accept, modify or reject the hypothesis.

This video, ‘The Scientific Method’ uses LouisPasteur’s famous bacterial experiment todemonstrate each step of the scientific methodand how it was used to gain accurate andreliable knowledge. The scientific method is thenshown to be invaluable for answering everydayquestions that might arise, for example “Doplants need light to grow?" The concept ofscientific hypotheses, theories and laws are alsoaddressed.

Pre-Video Work:1. As young scientists, ask your students

what they believe science is all about.Have a student write all thesuggested ideas on the board andbriefly discuss each. Ask the studentsto now re-write their original answerto incorporate these new ideas.

2. Discuss with your students whetherscientific ideas have always beencorrect. Ask them to think of exampleswhere it hasn’t (the video will addresssome early incorrect ideas about theuniverse). Can they think whyscientific ideas can turn out to beincorrect?

3. Ask your students to write 5 scientificquestions that they would like toanswer. Insist that they choosequestions for which they couldrealistically work on to find an answer.

4. Prior to watching this video it wouldbe beneficial for the students to havean understanding of hypotheses. Withthis knowledge, ask the students towrite suitable hypotheses for each oftheir questions from 3.

5. Read through the Student Worksheetwith your class to ensure that theyunderstand what type of informationthey are collecting when viewing the

video.

TheScientificMethod

Copyright CLASSROOM VIDEO (2004)

and Orders: Classroom Video

107 1500 Hartley Avenue

Coquitlam, BC V3K 7A1

Phone: (604) 523 6677 Fax: (604) 523 6688

email: sales@classroomvideo.com

UK: Phone: (01454) 324 222 Fax: (01454) 325 222

Australia: Ph: (02)9913 8700 Fax: (02) 9913 8077

USA: Phone:1-800-665 4121 Fax: 1-800-665 2909

New Zealand Phone/Fax: (09) 478 4540

Student Worksheet:

1. What does science allow us to do?

2. What did Plato predict about our universe?

3. Besides not having the suitable technology, why else was Plato wrong?

4. A systematic process of gathering and interpreting information is called the S___________ M___________.

5. i) Louis Pasteur conducted his experiments on the spoilage of food substances

around the year __________.

ii) At this time people believed that the spoilage was due to bacteria coming out of nowhere (i.e.. S_____________

G______________).

iii) Complete the table (on the following page) as you view the video presentation on this famous experiment.

6. What does “defining the problem” involve?

7. What does “gathering relevant data” involve?

8. A hypothesis is always a _____________ not a question.

9. A hypothesis is a possible _____________to a question or problem.

10. An experiment can involve taking _____________ or making _____________ to determine whether our hypothesis is correct.

11. Factors which can influence what we are observing are called _____________.

12. It is important to study only one _____________ at a time and to hold all other _____________ constant.

13. How can you rely on the accuracy of your results?

14. i) If the data supports the hypothesis we _____________ it.

ii) If the data does not support the hypothesis we _____________ it.

iii) If the data partly supports the hypothesis then we _____________ the hypothesis and experiment again.

15. A hypothesis becomes a theory when it is widely _____________.

16. A theory is an _____________ for a set of observations.

17. What is a scientific law?

18. How can we gain better knowledge?

Definition of the

problem orquestion

Accept, Reject orModify theHypothesis

Gathering of

relevant data

Formulation ofHypothesis

Can ___________be created byspontaneousgeneration?

Bacteria arepresent in dustparticles found inthe _________

A flask of broth willremain _________so long as noairborne bacteriacan get into it.

Observation or Experimentation

Air, Dust

& Microbes

These resultsshowed Pasteurthat he should______________the hypothesis.

HEAT tosterilise the

broth.

S-shaped flaskneck to stop dust

from falling in.

BROTH

Broth is___________

here.

Broth remained_____________.

Table for Question 5

Activities following the video

1. Read the following list to your class one at a time and ask students to determine which hypothesis is scientifically appropriate.Remind them that a hypothesis is a statement that can be tested.

a) Orange juice is better than apple juice.b) Blonde hair grows faster than brown hair.c) Dogs drink more water on hot days than cold days.d) Summertime is more fun than wintertime.e) A black cup of tea cools more quickly than a white cup of tea.

2. Below is a list of questions that could be used as the basis for experimentation. Ask your students to think of the variables thatshould be controlled in each.

a) Which brand of tissue is best at soaking up a small puddle of water?b) Which will bounce higher - a tennis ball or basketball?c) Will salty water boil sooner than plain water?d) Will seeds germinate more quickly if kept warm or cool?e) Which melts more quickly - plain water ice cubes or salt water ice cubes?

3. Students are to write a list of instructions to test one of the following hypotheses:a) A Bunsen burner will boil a beaker of water more quickly when the blue flame is used.b) A cube of sugar will take longer to dissolve than a crushed cube of sugar.c) A basketball will roll down a ramp faster than a tennis ball.d) A flat piece of paper will take longer to fall from a balcony than if it was crumpled into a ball.

Research TaskAs a class, choose a scientifically appropriate hypothesis from the list in question 1 or 3 ( or make up your own) and work throughthe scientific method. The experiment may need to be performed on a separate day as planning the experiment, including thecontrolling of variables may take some time for the class to carefully think about.

Grades 7-10

Duration: 15 mins

Teacher's Notes

page 2 page 3

Summary of ProgramThe Scientific Methodology is a systematicprocess used to find out information. It involvesthe following steps:i) Identify the problem or questionii) Gathering relevant dataiii) Formulate a hypothesisiv) Design and perform an experiment to test

the hypothesisv) Analyze the datavi) Accept, modify or reject the hypothesis.

This video, ‘The Scientific Method’ uses LouisPasteur’s famous bacterial experiment todemonstrate each step of the scientific methodand how it was used to gain accurate andreliable knowledge. The scientific method is thenshown to be invaluable for answering everydayquestions that might arise, for example “Doplants need light to grow?" The concept ofscientific hypotheses, theories and laws are alsoaddressed.

Pre-Video Work:1. As young scientists, ask your students

what they believe science is all about.Have a student write all thesuggested ideas on the board andbriefly discuss each. Ask the studentsto now re-write their original answerto incorporate these new ideas.

2. Discuss with your students whetherscientific ideas have always beencorrect. Ask them to think of exampleswhere it hasn’t (the video will addresssome early incorrect ideas about theuniverse). Can they think whyscientific ideas can turn out to beincorrect?

3. Ask your students to write 5 scientificquestions that they would like toanswer. Insist that they choosequestions for which they couldrealistically work on to find an answer.

4. Prior to watching this video it wouldbe beneficial for the students to havean understanding of hypotheses. Withthis knowledge, ask the students towrite suitable hypotheses for each oftheir questions from 3.

5. Read through the Student Worksheetwith your class to ensure that theyunderstand what type of informationthey are collecting when viewing the

video.

TheScientificMethod

Copyright CLASSROOM VIDEO (2004)

and Orders: Classroom Video

107 1500 Hartley Avenue

Coquitlam, BC V3K 7A1

Phone: (604) 523 6677 Fax: (604) 523 6688

email: sales@classroomvideo.com

UK: Phone: (01454) 324 222 Fax: (01454) 325 222

Australia: Ph: (02)9913 8700 Fax: (02) 9913 8077

USA: Phone:1-800-665 4121 Fax: 1-800-665 2909

New Zealand Phone/Fax: (09) 478 4540

Student Worksheet:

1. What does science allow us to do?

2. What did Plato predict about our universe?

3. Besides not having the suitable technology, why else was Plato wrong?

4. A systematic process of gathering and interpreting information is called the S___________ M___________.

5. i) Louis Pasteur conducted his experiments on the spoilage of food substances

around the year __________.

ii) At this time people believed that the spoilage was due to bacteria coming out of nowhere (i.e.. S_____________

G______________).

iii) Complete the table (on the following page) as you view the video presentation on this famous experiment.

6. What does “defining the problem” involve?

7. What does “gathering relevant data” involve?

8. A hypothesis is always a _____________ not a question.

9. A hypothesis is a possible _____________to a question or problem.

10. An experiment can involve taking _____________ or making _____________ to determine whether our hypothesis is correct.

11. Factors which can influence what we are observing are called _____________.

12. It is important to study only one _____________ at a time and to hold all other _____________ constant.

13. How can you rely on the accuracy of your results?

14. i) If the data supports the hypothesis we _____________ it.

ii) If the data does not support the hypothesis we _____________ it.

iii) If the data partly supports the hypothesis then we _____________ the hypothesis and experiment again.

15. A hypothesis becomes a theory when it is widely _____________.

16. A theory is an _____________ for a set of observations.

17. What is a scientific law?

18. How can we gain better knowledge?

Definition of the

problem orquestion

Accept, Reject orModify theHypothesis

Gathering of

relevant data

Formulation ofHypothesis

Can ___________be created byspontaneousgeneration?

Bacteria arepresent in dustparticles found inthe _________

A flask of broth willremain _________so long as noairborne bacteriacan get into it.

Observation or Experimentation

Air, Dust

& Microbes

These resultsshowed Pasteurthat he should______________the hypothesis.

HEAT tosterilise the

broth.

S-shaped flaskneck to stop dust

from falling in.

BROTH

Broth is___________

here.

Broth remained_____________.

Table for Question 5

Activities following the video

1. Read the following list to your class one at a time and ask students to determine which hypothesis is scientifically appropriate.Remind them that a hypothesis is a statement that can be tested.

a) Orange juice is better than apple juice.b) Blonde hair grows faster than brown hair.c) Dogs drink more water on hot days than cold days.d) Summertime is more fun than wintertime.e) A black cup of tea cools more quickly than a white cup of tea.

2. Below is a list of questions that could be used as the basis for experimentation. Ask your students to think of the variables thatshould be controlled in each.

a) Which brand of tissue is best at soaking up a small puddle of water?b) Which will bounce higher - a tennis ball or basketball?c) Will salty water boil sooner than plain water?d) Will seeds germinate more quickly if kept warm or cool?e) Which melts more quickly - plain water ice cubes or salt water ice cubes?

3. Students are to write a list of instructions to test one of the following hypotheses:a) A Bunsen burner will boil a beaker of water more quickly when the blue flame is used.b) A cube of sugar will take longer to dissolve than a crushed cube of sugar.c) A basketball will roll down a ramp faster than a tennis ball.d) A flat piece of paper will take longer to fall from a balcony than if it was crumpled into a ball.

Research TaskAs a class, choose a scientifically appropriate hypothesis from the list in question 1 or 3 ( or make up your own) and work throughthe scientific method. The experiment may need to be performed on a separate day as planning the experiment, including thecontrolling of variables may take some time for the class to carefully think about.

Grades 7-10

Duration: 15 mins

Teacher's Notes

page 2 page 3

Summary of ProgramThe Scientific Methodology is a systematicprocess used to find out information. It involvesthe following steps:i) Identify the problem or questionii) Gathering relevant dataiii) Formulate a hypothesisiv) Design and perform an experiment to test

the hypothesisv) Analyze the datavi) Accept, modify or reject the hypothesis.

This video, ‘The Scientific Method’ uses LouisPasteur’s famous bacterial experiment todemonstrate each step of the scientific methodand how it was used to gain accurate andreliable knowledge. The scientific method is thenshown to be invaluable for answering everydayquestions that might arise, for example “Doplants need light to grow?" The concept ofscientific hypotheses, theories and laws are alsoaddressed.

Pre-Video Work:1. As young scientists, ask your students

what they believe science is all about.Have a student write all thesuggested ideas on the board andbriefly discuss each. Ask the studentsto now re-write their original answerto incorporate these new ideas.

2. Discuss with your students whetherscientific ideas have always beencorrect. Ask them to think of exampleswhere it hasn’t (the video will addresssome early incorrect ideas about theuniverse). Can they think whyscientific ideas can turn out to beincorrect?

3. Ask your students to write 5 scientificquestions that they would like toanswer. Insist that they choosequestions for which they couldrealistically work on to find an answer.

4. Prior to watching this video it wouldbe beneficial for the students to havean understanding of hypotheses. Withthis knowledge, ask the students towrite suitable hypotheses for each oftheir questions from 3.

5. Read through the Student Worksheetwith your class to ensure that theyunderstand what type of informationthey are collecting when viewing the

video.

TheScientificMethod

Copyright CLASSROOM VIDEO (2004)

and Orders: Classroom Video

107 1500 Hartley Avenue

Coquitlam, BC V3K 7A1

Phone: (604) 523 6677 Fax: (604) 523 6688

email: sales@classroomvideo.com

UK: Phone: (01454) 324 222 Fax: (01454) 325 222

Australia: Ph: (02)9913 8700 Fax: (02) 9913 8077

USA: Phone:1-800-665 4121 Fax: 1-800-665 2909

New Zealand Phone/Fax: (09) 478 4540

Student Worksheet:

1. What does science allow us to do?

2. What did Plato predict about our universe?

3. Besides not having the suitable technology, why else was Plato wrong?

4. A systematic process of gathering and interpreting information is called the S___________ M___________.

5. i) Louis Pasteur conducted his experiments on the spoilage of food substances

around the year __________.

ii) At this time people believed that the spoilage was due to bacteria coming out of nowhere (i.e.. S_____________

G______________).

iii) Complete the table (on the following page) as you view the video presentation on this famous experiment.

6. What does “defining the problem” involve?

7. What does “gathering relevant data” involve?

8. A hypothesis is always a _____________ not a question.

9. A hypothesis is a possible _____________to a question or problem.

10. An experiment can involve taking _____________ or making _____________ to determine whether our hypothesis is correct.

11. Factors which can influence what we are observing are called _____________.

12. It is important to study only one _____________ at a time and to hold all other _____________ constant.

13. How can you rely on the accuracy of your results?

14. i) If the data supports the hypothesis we _____________ it.

ii) If the data does not support the hypothesis we _____________ it.

iii) If the data partly supports the hypothesis then we _____________ the hypothesis and experiment again.

15. A hypothesis becomes a theory when it is widely _____________.

16. A theory is an _____________ for a set of observations.

17. What is a scientific law?

18. How can we gain better knowledge?

Definition of the

problem orquestion

Accept, Reject orModify theHypothesis

Gathering of

relevant data

Formulation ofHypothesis

Can ___________be created byspontaneousgeneration?

Bacteria arepresent in dustparticles found inthe _________

A flask of broth willremain _________so long as noairborne bacteriacan get into it.

Observation or Experimentation

Air, Dust

& Microbes

These resultsshowed Pasteurthat he should______________the hypothesis.

HEAT tosterilise the

broth.

S-shaped flaskneck to stop dust

from falling in.

BROTH

Broth is___________

here.

Broth remained_____________.

Table for Question 5

Activities following the video

1. Read the following list to your class one at a time and ask students to determine which hypothesis is scientifically appropriate.Remind them that a hypothesis is a statement that can be tested.

a) Orange juice is better than apple juice.b) Blonde hair grows faster than brown hair.c) Dogs drink more water on hot days than cold days.d) Summertime is more fun than wintertime.e) A black cup of tea cools more quickly than a white cup of tea.

2. Below is a list of questions that could be used as the basis for experimentation. Ask your students to think of the variables thatshould be controlled in each.

a) Which brand of tissue is best at soaking up a small puddle of water?b) Which will bounce higher - a tennis ball or basketball?c) Will salty water boil sooner than plain water?d) Will seeds germinate more quickly if kept warm or cool?e) Which melts more quickly - plain water ice cubes or salt water ice cubes?

3. Students are to write a list of instructions to test one of the following hypotheses:a) A Bunsen burner will boil a beaker of water more quickly when the blue flame is used.b) A cube of sugar will take longer to dissolve than a crushed cube of sugar.c) A basketball will roll down a ramp faster than a tennis ball.d) A flat piece of paper will take longer to fall from a balcony than if it was crumpled into a ball.

Research TaskAs a class, choose a scientifically appropriate hypothesis from the list in question 1 or 3 ( or make up your own) and work throughthe scientific method. The experiment may need to be performed on a separate day as planning the experiment, including thecontrolling of variables may take some time for the class to carefully think about.

Grades 7-10

Duration: 15 mins

Teacher's Notes

page 2 page 3

Summary of ProgramThe Scientific Methodology is a systematicprocess used to find out information. It involvesthe following steps:i) Identify the problem or questionii) Gathering relevant dataiii) Formulate a hypothesisiv) Design and perform an experiment to test

the hypothesisv) Analyze the datavi) Accept, modify or reject the hypothesis.

This video, ‘The Scientific Method’ uses LouisPasteur’s famous bacterial experiment todemonstrate each step of the scientific methodand how it was used to gain accurate andreliable knowledge. The scientific method is thenshown to be invaluable for answering everydayquestions that might arise, for example “Doplants need light to grow?" The concept ofscientific hypotheses, theories and laws are alsoaddressed.

Pre-Video Work:1. As young scientists, ask your students

what they believe science is all about.Have a student write all thesuggested ideas on the board andbriefly discuss each. Ask the studentsto now re-write their original answerto incorporate these new ideas.

2. Discuss with your students whetherscientific ideas have always beencorrect. Ask them to think of exampleswhere it hasn’t (the video will addresssome early incorrect ideas about theuniverse). Can they think whyscientific ideas can turn out to beincorrect?

3. Ask your students to write 5 scientificquestions that they would like toanswer. Insist that they choosequestions for which they couldrealistically work on to find an answer.

4. Prior to watching this video it wouldbe beneficial for the students to havean understanding of hypotheses. Withthis knowledge, ask the students towrite suitable hypotheses for each oftheir questions from 3.

5. Read through the Student Worksheetwith your class to ensure that theyunderstand what type of informationthey are collecting when viewing the

video.

TheScientificMethod

Copyright CLASSROOM VIDEO (2004)

and Orders: Classroom Video

107 1500 Hartley Avenue

Coquitlam, BC V3K 7A1

Phone: (604) 523 6677 Fax: (604) 523 6688

email: sales@classroomvideo.com

UK: Phone: (01454) 324 222 Fax: (01454) 325 222

Australia: Ph: (02)9913 8700 Fax: (02) 9913 8077

USA: Phone:1-800-665 4121 Fax: 1-800-665 2909

New Zealand Phone/Fax: (09) 478 4540

Student Worksheet:

1. What does science allow us to do?

2. What did Plato predict about our universe?

3. Besides not having the suitable technology, why else was Plato wrong?

4. A systematic process of gathering and interpreting information is called the S___________ M___________.

5. i) Louis Pasteur conducted his experiments on the spoilage of food substances

around the year __________.

ii) At this time people believed that the spoilage was due to bacteria coming out of nowhere (i.e.. S_____________

G______________).

iii) Complete the table (on the following page) as you view the video presentation on this famous experiment.

6. What does “defining the problem” involve?

7. What does “gathering relevant data” involve?

8. A hypothesis is always a _____________ not a question.

9. A hypothesis is a possible _____________to a question or problem.

10. An experiment can involve taking _____________ or making _____________ to determine whether our hypothesis is correct.

11. Factors which can influence what we are observing are called _____________.

12. It is important to study only one _____________ at a time and to hold all other _____________ constant.

13. How can you rely on the accuracy of your results?

14. i) If the data supports the hypothesis we _____________ it.

ii) If the data does not support the hypothesis we _____________ it.

iii) If the data partly supports the hypothesis then we _____________ the hypothesis and experiment again.

15. A hypothesis becomes a theory when it is widely _____________.

16. A theory is an _____________ for a set of observations.

17. What is a scientific law?

18. How can we gain better knowledge?

Definition of the

problem orquestion

Accept, Reject orModify theHypothesis

Gathering of

relevant data

Formulation ofHypothesis

Can ___________be created byspontaneousgeneration?

Bacteria arepresent in dustparticles found inthe _________

A flask of broth willremain _________so long as noairborne bacteriacan get into it.

Observation or Experimentation

Air, Dust

& Microbes

These resultsshowed Pasteurthat he should______________the hypothesis.

HEAT tosterilise the

broth.

S-shaped flaskneck to stop dust

from falling in.

BROTH

Broth is___________

here.

Broth remained_____________.

Table for Question 5

Activities following the video

1. Read the following list to your class one at a time and ask students to determine which hypothesis is scientifically appropriate.Remind them that a hypothesis is a statement that can be tested.

a) Orange juice is better than apple juice.b) Blonde hair grows faster than brown hair.c) Dogs drink more water on hot days than cold days.d) Summertime is more fun than wintertime.e) A black cup of tea cools more quickly than a white cup of tea.

2. Below is a list of questions that could be used as the basis for experimentation. Ask your students to think of the variables thatshould be controlled in each.

a) Which brand of tissue is best at soaking up a small puddle of water?b) Which will bounce higher - a tennis ball or basketball?c) Will salty water boil sooner than plain water?d) Will seeds germinate more quickly if kept warm or cool?e) Which melts more quickly - plain water ice cubes or salt water ice cubes?

3. Students are to write a list of instructions to test one of the following hypotheses:a) A Bunsen burner will boil a beaker of water more quickly when the blue flame is used.b) A cube of sugar will take longer to dissolve than a crushed cube of sugar.c) A basketball will roll down a ramp faster than a tennis ball.d) A flat piece of paper will take longer to fall from a balcony than if it was crumpled into a ball.

Research TaskAs a class, choose a scientifically appropriate hypothesis from the list in question 1 or 3 ( or make up your own) and work throughthe scientific method. The experiment may need to be performed on a separate day as planning the experiment, including thecontrolling of variables may take some time for the class to carefully think about.

Grades 7-10

Duration: 15 mins

Teacher's Notes

page 2 page 3

Summary of ProgramThe Scientific Methodology is a systematicprocess used to find out information. It involvesthe following steps:i) Identify the problem or questionii) Gathering relevant dataiii) Formulate a hypothesisiv) Design and perform an experiment to test

the hypothesisv) Analyze the datavi) Accept, modify or reject the hypothesis.

This video, ‘The Scientific Method’ uses LouisPasteur’s famous bacterial experiment todemonstrate each step of the scientific methodand how it was used to gain accurate andreliable knowledge. The scientific method is thenshown to be invaluable for answering everydayquestions that might arise, for example “Doplants need light to grow?" The concept ofscientific hypotheses, theories and laws are alsoaddressed.

Pre-Video Work:1. As young scientists, ask your students

what they believe science is all about.Have a student write all thesuggested ideas on the board andbriefly discuss each. Ask the studentsto now re-write their original answerto incorporate these new ideas.

2. Discuss with your students whetherscientific ideas have always beencorrect. Ask them to think of exampleswhere it hasn’t (the video will addresssome early incorrect ideas about theuniverse). Can they think whyscientific ideas can turn out to beincorrect?

3. Ask your students to write 5 scientificquestions that they would like toanswer. Insist that they choosequestions for which they couldrealistically work on to find an answer.

4. Prior to watching this video it wouldbe beneficial for the students to havean understanding of hypotheses. Withthis knowledge, ask the students towrite suitable hypotheses for each oftheir questions from 3.

5. Read through the Student Worksheetwith your class to ensure that theyunderstand what type of informationthey are collecting when viewing the

video.

TheScientificMethod

Copyright CLASSROOM VIDEO (2004)

and Orders: Classroom Video

107 1500 Hartley Avenue

Coquitlam, BC V3K 7A1

Phone: (604) 523 6677 Fax: (604) 523 6688

email: sales@classroomvideo.com

UK: Phone: (01454) 324 222 Fax: (01454) 325 222

Australia: Ph: (02)9913 8700 Fax: (02) 9913 8077

USA: Phone:1-800-665 4121 Fax: 1-800-665 2909

New Zealand Phone/Fax: (09) 478 4540

Student Worksheet:

1. What does science allow us to do?

2. What did Plato predict about our universe?

3. Besides not having the suitable technology, why else was Plato wrong?

4. A systematic process of gathering and interpreting information is called the S___________ M___________.

5. i) Louis Pasteur conducted his experiments on the spoilage of food substances

around the year __________.

ii) At this time people believed that the spoilage was due to bacteria coming out of nowhere (i.e.. S_____________

G______________).

iii) Complete the table (on the following page) as you view the video presentation on this famous experiment.

6. What does “defining the problem” involve?

7. What does “gathering relevant data” involve?

8. A hypothesis is always a _____________ not a question.

9. A hypothesis is a possible _____________to a question or problem.

10. An experiment can involve taking _____________ or making _____________ to determine whether our hypothesis is correct.

11. Factors which can influence what we are observing are called _____________.

12. It is important to study only one _____________ at a time and to hold all other _____________ constant.

13. How can you rely on the accuracy of your results?

14. i) If the data supports the hypothesis we _____________ it.

ii) If the data does not support the hypothesis we _____________ it.

iii) If the data partly supports the hypothesis then we _____________ the hypothesis and experiment again.

15. A hypothesis becomes a theory when it is widely _____________.

16. A theory is an _____________ for a set of observations.

17. What is a scientific law?

18. How can we gain better knowledge?

Definition of the

problem orquestion

Accept, Reject orModify theHypothesis

Gathering of

relevant data

Formulation ofHypothesis

Can ___________be created byspontaneousgeneration?

Bacteria arepresent in dustparticles found inthe _________

A flask of broth willremain _________so long as noairborne bacteriacan get into it.

Observation or Experimentation

Air, Dust

& Microbes

These resultsshowed Pasteurthat he should______________the hypothesis.

HEAT tosterilise the

broth.

S-shaped flaskneck to stop dust

from falling in.

BROTH

Broth is___________

here.

Broth remained_____________.

Table for Question 5

Activities following the video

1. Read the following list to your class one at a time and ask students to determine which hypothesis is scientifically appropriate.Remind them that a hypothesis is a statement that can be tested.

a) Orange juice is better than apple juice.b) Blonde hair grows faster than brown hair.c) Dogs drink more water on hot days than cold days.d) Summertime is more fun than wintertime.e) A black cup of tea cools more quickly than a white cup of tea.

2. Below is a list of questions that could be used as the basis for experimentation. Ask your students to think of the variables thatshould be controlled in each.

a) Which brand of tissue is best at soaking up a small puddle of water?b) Which will bounce higher - a tennis ball or basketball?c) Will salty water boil sooner than plain water?d) Will seeds germinate more quickly if kept warm or cool?e) Which melts more quickly - plain water ice cubes or salt water ice cubes?

3. Students are to write a list of instructions to test one of the following hypotheses:a) A Bunsen burner will boil a beaker of water more quickly when the blue flame is used.b) A cube of sugar will take longer to dissolve than a crushed cube of sugar.c) A basketball will roll down a ramp faster than a tennis ball.d) A flat piece of paper will take longer to fall from a balcony than if it was crumpled into a ball.

Research TaskAs a class, choose a scientifically appropriate hypothesis from the list in question 1 or 3 ( or make up your own) and work throughthe scientific method. The experiment may need to be performed on a separate day as planning the experiment, including thecontrolling of variables may take some time for the class to carefully think about.

Grades 7-10

Duration: 15 mins

Teacher's Notes

page 2 page 3

Summary of ProgramThe Scientific Methodology is a systematicprocess used to find out information. It involvesthe following steps:i) Identify the problem or questionii) Gathering relevant dataiii) Formulate a hypothesisiv) Design and perform an experiment to test

the hypothesisv) Analyze the datavi) Accept, modify or reject the hypothesis.

This video, ‘The Scientific Method’ uses LouisPasteur’s famous bacterial experiment todemonstrate each step of the scientific methodand how it was used to gain accurate andreliable knowledge. The scientific method is thenshown to be invaluable for answering everydayquestions that might arise, for example “Doplants need light to grow?" The concept ofscientific hypotheses, theories and laws are alsoaddressed.

Pre-Video Work:1. As young scientists, ask your students

what they believe science is all about.Have a student write all thesuggested ideas on the board andbriefly discuss each. Ask the studentsto now re-write their original answerto incorporate these new ideas.

2. Discuss with your students whetherscientific ideas have always beencorrect. Ask them to think of exampleswhere it hasn’t (the video will addresssome early incorrect ideas about theuniverse). Can they think whyscientific ideas can turn out to beincorrect?

3. Ask your students to write 5 scientificquestions that they would like toanswer. Insist that they choosequestions for which they couldrealistically work on to find an answer.

4. Prior to watching this video it wouldbe beneficial for the students to havean understanding of hypotheses. Withthis knowledge, ask the students towrite suitable hypotheses for each oftheir questions from 3.

5. Read through the Student Worksheetwith your class to ensure that theyunderstand what type of informationthey are collecting when viewing the

video.

TheScientificMethod

Copyright CLASSROOM VIDEO (2004)

and Orders: Classroom Video

107 1500 Hartley Avenue

Coquitlam, BC V3K 7A1

Phone: (604) 523 6677 Fax: (604) 523 6688

email: sales@classroomvideo.com

UK: Phone: (01454) 324 222 Fax: (01454) 325 222

Australia: Ph: (02)9913 8700 Fax: (02) 9913 8077

USA: Phone:1-800-665 4121 Fax: 1-800-665 2909

New Zealand Phone/Fax: (09) 478 4540

Student Worksheet:

1. What does science allow us to do?

2. What did Plato predict about our universe?

3. Besides not having the suitable technology, why else was Plato wrong?

4. A systematic process of gathering and interpreting information is called the S___________ M___________.

5. i) Louis Pasteur conducted his experiments on the spoilage of food substances

around the year __________.

ii) At this time people believed that the spoilage was due to bacteria coming out of nowhere (i.e.. S_____________

G______________).

iii) Complete the table (on the following page) as you view the video presentation on this famous experiment.

6. What does “defining the problem” involve?

7. What does “gathering relevant data” involve?

8. A hypothesis is always a _____________ not a question.

9. A hypothesis is a possible _____________to a question or problem.

10. An experiment can involve taking _____________ or making _____________ to determine whether our hypothesis is correct.

11. Factors which can influence what we are observing are called _____________.

12. It is important to study only one _____________ at a time and to hold all other _____________ constant.

13. How can you rely on the accuracy of your results?

14. i) If the data supports the hypothesis we _____________ it.

ii) If the data does not support the hypothesis we _____________ it.

iii) If the data partly supports the hypothesis then we _____________ the hypothesis and experiment again.

15. A hypothesis becomes a theory when it is widely _____________.

16. A theory is an _____________ for a set of observations.

17. What is a scientific law?

18. How can we gain better knowledge?

Definition of the

problem orquestion

Accept, Reject orModify theHypothesis

Gathering of

relevant data

Formulation ofHypothesis

Can ___________be created byspontaneousgeneration?

Bacteria arepresent in dustparticles found inthe _________

A flask of broth willremain _________so long as noairborne bacteriacan get into it.

Observation or Experimentation

Air, Dust

& Microbes

These resultsshowed Pasteurthat he should______________the hypothesis.

HEAT tosterilise the

broth.

S-shaped flaskneck to stop dust

from falling in.

BROTH

Broth is___________

here.

Broth remained_____________.

Table for Question 5

Activities following the video

1. Read the following list to your class one at a time and ask students to determine which hypothesis is scientifically appropriate.Remind them that a hypothesis is a statement that can be tested.

a) Orange juice is better than apple juice.b) Blonde hair grows faster than brown hair.c) Dogs drink more water on hot days than cold days.d) Summertime is more fun than wintertime.e) A black cup of tea cools more quickly than a white cup of tea.

2. Below is a list of questions that could be used as the basis for experimentation. Ask your students to think of the variables thatshould be controlled in each.

a) Which brand of tissue is best at soaking up a small puddle of water?b) Which will bounce higher - a tennis ball or basketball?c) Will salty water boil sooner than plain water?d) Will seeds germinate more quickly if kept warm or cool?e) Which melts more quickly - plain water ice cubes or salt water ice cubes?

3. Students are to write a list of instructions to test one of the following hypotheses:a) A Bunsen burner will boil a beaker of water more quickly when the blue flame is used.b) A cube of sugar will take longer to dissolve than a crushed cube of sugar.c) A basketball will roll down a ramp faster than a tennis ball.d) A flat piece of paper will take longer to fall from a balcony than if it was crumpled into a ball.

Research TaskAs a class, choose a scientifically appropriate hypothesis from the list in question 1 or 3 ( or make up your own) and work throughthe scientific method. The experiment may need to be performed on a separate day as planning the experiment, including thecontrolling of variables may take some time for the class to carefully think about.

Grades 7-10

Duration: 15 mins

Teacher's Notes

page 2 page 3

Summary of ProgramThe Scientific Methodology is a systematicprocess used to find out information. It involvesthe following steps:i) Identify the problem or questionii) Gathering relevant dataiii) Formulate a hypothesisiv) Design and perform an experiment to test

the hypothesisv) Analyze the datavi) Accept, modify or reject the hypothesis.

This video, ‘The Scientific Method’ uses LouisPasteur’s famous bacterial experiment todemonstrate each step of the scientific methodand how it was used to gain accurate andreliable knowledge. The scientific method is thenshown to be invaluable for answering everydayquestions that might arise, for example “Doplants need light to grow?" The concept ofscientific hypotheses, theories and laws are alsoaddressed.

Pre-Video Work:1. As young scientists, ask your students

what they believe science is all about.Have a student write all thesuggested ideas on the board andbriefly discuss each. Ask the studentsto now re-write their original answerto incorporate these new ideas.

2. Discuss with your students whetherscientific ideas have always beencorrect. Ask them to think of exampleswhere it hasn’t (the video will addresssome early incorrect ideas about theuniverse). Can they think whyscientific ideas can turn out to beincorrect?

3. Ask your students to write 5 scientificquestions that they would like toanswer. Insist that they choosequestions for which they couldrealistically work on to find an answer.

4. Prior to watching this video it wouldbe beneficial for the students to havean understanding of hypotheses. Withthis knowledge, ask the students towrite suitable hypotheses for each oftheir questions from 3.

5. Read through the Student Worksheetwith your class to ensure that theyunderstand what type of informationthey are collecting when viewing the

video.

TheScientificMethod

Copyright CLASSROOM VIDEO (2004)

and Orders: Classroom Video

107 1500 Hartley Avenue

Coquitlam, BC V3K 7A1

Phone: (604) 523 6677 Fax: (604) 523 6688

email: sales@classroomvideo.com

UK: Phone: (01454) 324 222 Fax: (01454) 325 222

Australia: Ph: (02)9913 8700 Fax: (02) 9913 8077

USA: Phone:1-800-665 4121 Fax: 1-800-665 2909

New Zealand Phone/Fax: (09) 478 4540

Student Worksheet:

1. What does science allow us to do?

2. What did Plato predict about our universe?

3. Besides not having the suitable technology, why else was Plato wrong?

4. A systematic process of gathering and interpreting information is called the S___________ M___________.

5. i) Louis Pasteur conducted his experiments on the spoilage of food substances

around the year __________.

ii) At this time people believed that the spoilage was due to bacteria coming out of nowhere (i.e.. S_____________

G______________).

iii) Complete the table (on the following page) as you view the video presentation on this famous experiment.

6. What does “defining the problem” involve?

7. What does “gathering relevant data” involve?

8. A hypothesis is always a _____________ not a question.

9. A hypothesis is a possible _____________to a question or problem.

10. An experiment can involve taking _____________ or making _____________ to determine whether our hypothesis is correct.

11. Factors which can influence what we are observing are called _____________.

12. It is important to study only one _____________ at a time and to hold all other _____________ constant.

13. How can you rely on the accuracy of your results?

14. i) If the data supports the hypothesis we _____________ it.

ii) If the data does not support the hypothesis we _____________ it.

iii) If the data partly supports the hypothesis then we _____________ the hypothesis and experiment again.

15. A hypothesis becomes a theory when it is widely _____________.

16. A theory is an _____________ for a set of observations.

17. What is a scientific law?

18. How can we gain better knowledge?

Definition of the

problem orquestion

Accept, Reject orModify theHypothesis

Gathering of

relevant data

Formulation ofHypothesis

Can ___________be created byspontaneousgeneration?

Bacteria arepresent in dustparticles found inthe _________

A flask of broth willremain _________so long as noairborne bacteriacan get into it.

Observation or Experimentation

Air, Dust

& Microbes

These resultsshowed Pasteurthat he should______________the hypothesis.

HEAT tosterilise the

broth.

S-shaped flaskneck to stop dust

from falling in.

BROTH

Broth is___________

here.

Broth remained_____________.

Table for Question 5

Activities following the video

1. Read the following list to your class one at a time and ask students to determine which hypothesis is scientifically appropriate.Remind them that a hypothesis is a statement that can be tested.

a) Orange juice is better than apple juice.b) Blonde hair grows faster than brown hair.c) Dogs drink more water on hot days than cold days.d) Summertime is more fun than wintertime.e) A black cup of tea cools more quickly than a white cup of tea.

2. Below is a list of questions that could be used as the basis for experimentation. Ask your students to think of the variables thatshould be controlled in each.

a) Which brand of tissue is best at soaking up a small puddle of water?b) Which will bounce higher - a tennis ball or basketball?c) Will salty water boil sooner than plain water?d) Will seeds germinate more quickly if kept warm or cool?e) Which melts more quickly - plain water ice cubes or salt water ice cubes?

3. Students are to write a list of instructions to test one of the following hypotheses:a) A Bunsen burner will boil a beaker of water more quickly when the blue flame is used.b) A cube of sugar will take longer to dissolve than a crushed cube of sugar.c) A basketball will roll down a ramp faster than a tennis ball.d) A flat piece of paper will take longer to fall from a balcony than if it was crumpled into a ball.

Research TaskAs a class, choose a scientifically appropriate hypothesis from the list in question 1 or 3 ( or make up your own) and work throughthe scientific method. The experiment may need to be performed on a separate day as planning the experiment, including thecontrolling of variables may take some time for the class to carefully think about.

Grades 7-10

Duration: 15 mins

Teacher's Notes

page 2 page 3

Summary of ProgramThe Scientific Methodology is a systematicprocess used to find out information. It involvesthe following steps:i) Identify the problem or questionii) Gathering relevant dataiii) Formulate a hypothesisiv) Design and perform an experiment to test

the hypothesisv) Analyze the datavi) Accept, modify or reject the hypothesis.

This video, ‘The Scientific Method’ uses LouisPasteur’s famous bacterial experiment todemonstrate each step of the scientific methodand how it was used to gain accurate andreliable knowledge. The scientific method is thenshown to be invaluable for answering everydayquestions that might arise, for example “Doplants need light to grow?" The concept ofscientific hypotheses, theories and laws are alsoaddressed.

Pre-Video Work:1. As young scientists, ask your students

what they believe science is all about.Have a student write all thesuggested ideas on the board andbriefly discuss each. Ask the studentsto now re-write their original answerto incorporate these new ideas.

2. Discuss with your students whetherscientific ideas have always beencorrect. Ask them to think of exampleswhere it hasn’t (the video will addresssome early incorrect ideas about theuniverse). Can they think whyscientific ideas can turn out to beincorrect?

3. Ask your students to write 5 scientificquestions that they would like toanswer. Insist that they choosequestions for which they couldrealistically work on to find an answer.

4. Prior to watching this video it wouldbe beneficial for the students to havean understanding of hypotheses. Withthis knowledge, ask the students towrite suitable hypotheses for each oftheir questions from 3.

5. Read through the Student Worksheetwith your class to ensure that theyunderstand what type of informationthey are collecting when viewing the

video.

TheScientificMethod

Copyright CLASSROOM VIDEO (2004)

and Orders: Classroom Video

107 1500 Hartley Avenue

Coquitlam, BC V3K 7A1

Phone: (604) 523 6677 Fax: (604) 523 6688

email: sales@classroomvideo.com

UK: Phone: (01454) 324 222 Fax: (01454) 325 222

Australia: Ph: (02)9913 8700 Fax: (02) 9913 8077

USA: Phone:1-800-665 4121 Fax: 1-800-665 2909

New Zealand Phone/Fax: (09) 478 4540

Student Worksheet:

1. What does science allow us to do?

2. What did Plato predict about our universe?

3. Besides not having the suitable technology, why else was Plato wrong?

4. A systematic process of gathering and interpreting information is called the S___________ M___________.

5. i) Louis Pasteur conducted his experiments on the spoilage of food substances

around the year __________.

ii) At this time people believed that the spoilage was due to bacteria coming out of nowhere (i.e.. S_____________

G______________).

iii) Complete the table (on the following page) as you view the video presentation on this famous experiment.

6. What does “defining the problem” involve?

7. What does “gathering relevant data” involve?

8. A hypothesis is always a _____________ not a question.

9. A hypothesis is a possible _____________to a question or problem.

10. An experiment can involve taking _____________ or making _____________ to determine whether our hypothesis is correct.

11. Factors which can influence what we are observing are called _____________.

12. It is important to study only one _____________ at a time and to hold all other _____________ constant.

13. How can you rely on the accuracy of your results?

14. i) If the data supports the hypothesis we _____________ it.

ii) If the data does not support the hypothesis we _____________ it.

iii) If the data partly supports the hypothesis then we _____________ the hypothesis and experiment again.

15. A hypothesis becomes a theory when it is widely _____________.

16. A theory is an _____________ for a set of observations.

17. What is a scientific law?

18. How can we gain better knowledge?

Definition of the

problem orquestion

Accept, Reject orModify theHypothesis

Gathering of

relevant data

Formulation ofHypothesis

Can ___________be created byspontaneousgeneration?

Bacteria arepresent in dustparticles found inthe _________

A flask of broth willremain _________so long as noairborne bacteriacan get into it.

Observation or Experimentation

Air, Dust

& Microbes

These resultsshowed Pasteurthat he should______________the hypothesis.

HEAT tosterilise the

broth.

S-shaped flaskneck to stop dust

from falling in.

BROTH

Broth is___________

here.

Broth remained_____________.

Table for Question 5

Activities following the video

1. Read the following list to your class one at a time and ask students to determine which hypothesis is scientifically appropriate.Remind them that a hypothesis is a statement that can be tested.

a) Orange juice is better than apple juice.b) Blonde hair grows faster than brown hair.c) Dogs drink more water on hot days than cold days.d) Summertime is more fun than wintertime.e) A black cup of tea cools more quickly than a white cup of tea.

2. Below is a list of questions that could be used as the basis for experimentation. Ask your students to think of the variables thatshould be controlled in each.

a) Which brand of tissue is best at soaking up a small puddle of water?b) Which will bounce higher - a tennis ball or basketball?c) Will salty water boil sooner than plain water?d) Will seeds germinate more quickly if kept warm or cool?e) Which melts more quickly - plain water ice cubes or salt water ice cubes?

3. Students are to write a list of instructions to test one of the following hypotheses:a) A Bunsen burner will boil a beaker of water more quickly when the blue flame is used.b) A cube of sugar will take longer to dissolve than a crushed cube of sugar.c) A basketball will roll down a ramp faster than a tennis ball.d) A flat piece of paper will take longer to fall from a balcony than if it was crumpled into a ball.

Research TaskAs a class, choose a scientifically appropriate hypothesis from the list in question 1 or 3 ( or make up your own) and work throughthe scientific method. The experiment may need to be performed on a separate day as planning the experiment, including thecontrolling of variables may take some time for the class to carefully think about.

Grades 7-10

Duration: 15 mins

Teacher's Notes

page 2 page 3

Summary of ProgramThe Scientific Methodology is a systematicprocess used to find out information. It involvesthe following steps:i) Identify the problem or questionii) Gathering relevant dataiii) Formulate a hypothesisiv) Design and perform an experiment to test

the hypothesisv) Analyze the datavi) Accept, modify or reject the hypothesis.

This video, ‘The Scientific Method’ uses LouisPasteur’s famous bacterial experiment todemonstrate each step of the scientific methodand how it was used to gain accurate andreliable knowledge. The scientific method is thenshown to be invaluable for answering everydayquestions that might arise, for example “Doplants need light to grow?" The concept ofscientific hypotheses, theories and laws are alsoaddressed.

Pre-Video Work:1. As young scientists, ask your students

what they believe science is all about.Have a student write all thesuggested ideas on the board andbriefly discuss each. Ask the studentsto now re-write their original answerto incorporate these new ideas.

2. Discuss with your students whetherscientific ideas have always beencorrect. Ask them to think of exampleswhere it hasn’t (the video will addresssome early incorrect ideas about theuniverse). Can they think whyscientific ideas can turn out to beincorrect?

3. Ask your students to write 5 scientificquestions that they would like toanswer. Insist that they choosequestions for which they couldrealistically work on to find an answer.

4. Prior to watching this video it wouldbe beneficial for the students to havean understanding of hypotheses. Withthis knowledge, ask the students towrite suitable hypotheses for each oftheir questions from 3.

5. Read through the Student Worksheetwith your class to ensure that theyunderstand what type of informationthey are collecting when viewing the

video.

TheScientificMethod

Copyright CLASSROOM VIDEO (2004)

and Orders: Classroom Video

107 1500 Hartley Avenue

Coquitlam, BC V3K 7A1

Phone: (604) 523 6677 Fax: (604) 523 6688

email: sales@classroomvideo.com

UK: Phone: (01454) 324 222 Fax: (01454) 325 222

Australia: Ph: (02)9913 8700 Fax: (02) 9913 8077

USA: Phone:1-800-665 4121 Fax: 1-800-665 2909

New Zealand Phone/Fax: (09) 478 4540

Student Worksheet:

1. What does science allow us to do?

2. What did Plato predict about our universe?

3. Besides not having the suitable technology, why else was Plato wrong?

4. A systematic process of gathering and interpreting information is called the S___________ M___________.

5. i) Louis Pasteur conducted his experiments on the spoilage of food substances

around the year __________.

ii) At this time people believed that the spoilage was due to bacteria coming out of nowhere (i.e.. S_____________

G______________).

iii) Complete the table (on the following page) as you view the video presentation on this famous experiment.

6. What does “defining the problem” involve?

7. What does “gathering relevant data” involve?

8. A hypothesis is always a _____________ not a question.

9. A hypothesis is a possible _____________to a question or problem.

10. An experiment can involve taking _____________ or making _____________ to determine whether our hypothesis is correct.

11. Factors which can influence what we are observing are called _____________.

12. It is important to study only one _____________ at a time and to hold all other _____________ constant.

13. How can you rely on the accuracy of your results?

14. i) If the data supports the hypothesis we _____________ it.

ii) If the data does not support the hypothesis we _____________ it.

iii) If the data partly supports the hypothesis then we _____________ the hypothesis and experiment again.

15. A hypothesis becomes a theory when it is widely _____________.

16. A theory is an _____________ for a set of observations.

17. What is a scientific law?

18. How can we gain better knowledge?

Definition of the

problem orquestion

Accept, Reject orModify theHypothesis

Gathering of

relevant data

Formulation ofHypothesis

Can ___________be created byspontaneousgeneration?

Bacteria arepresent in dustparticles found inthe _________

A flask of broth willremain _________so long as noairborne bacteriacan get into it.

Observation or Experimentation

Air, Dust

& Microbes

These resultsshowed Pasteurthat he should______________the hypothesis.

HEAT tosterilise the

broth.

S-shaped flaskneck to stop dust

from falling in.

BROTH

Broth is___________

here.

Broth remained_____________.

Table for Question 5

Activities following the video

1. Read the following list to your class one at a time and ask students to determine which hypothesis is scientifically appropriate.Remind them that a hypothesis is a statement that can be tested.

a) Orange juice is better than apple juice.b) Blonde hair grows faster than brown hair.c) Dogs drink more water on hot days than cold days.d) Summertime is more fun than wintertime.e) A black cup of tea cools more quickly than a white cup of tea.

2. Below is a list of questions that could be used as the basis for experimentation. Ask your students to think of the variables thatshould be controlled in each.

a) Which brand of tissue is best at soaking up a small puddle of water?b) Which will bounce higher - a tennis ball or basketball?c) Will salty water boil sooner than plain water?d) Will seeds germinate more quickly if kept warm or cool?e) Which melts more quickly - plain water ice cubes or salt water ice cubes?

3. Students are to write a list of instructions to test one of the following hypotheses:a) A Bunsen burner will boil a beaker of water more quickly when the blue flame is used.b) A cube of sugar will take longer to dissolve than a crushed cube of sugar.c) A basketball will roll down a ramp faster than a tennis ball.d) A flat piece of paper will take longer to fall from a balcony than if it was crumpled into a ball.

Research TaskAs a class, choose a scientifically appropriate hypothesis from the list in question 1 or 3 ( or make up your own) and work throughthe scientific method. The experiment may need to be performed on a separate day as planning the experiment, including thecontrolling of variables may take some time for the class to carefully think about.

Grades 7-10

Duration: 15 mins

Teacher's Notes

page 2 page 3

Summary of ProgramThe Scientific Methodology is a systematicprocess used to find out information. It involvesthe following steps:i) Identify the problem or questionii) Gathering relevant dataiii) Formulate a hypothesisiv) Design and perform an experiment to test

the hypothesisv) Analyze the datavi) Accept, modify or reject the hypothesis.

This video, ‘The Scientific Method’ uses LouisPasteur’s famous bacterial experiment todemonstrate each step of the scientific methodand how it was used to gain accurate andreliable knowledge. The scientific method is thenshown to be invaluable for answering everydayquestions that might arise, for example “Doplants need light to grow?" The concept ofscientific hypotheses, theories and laws are alsoaddressed.

Pre-Video Work:1. As young scientists, ask your students

what they believe science is all about.Have a student write all thesuggested ideas on the board andbriefly discuss each. Ask the studentsto now re-write their original answerto incorporate these new ideas.

2. Discuss with your students whetherscientific ideas have always beencorrect. Ask them to think of exampleswhere it hasn’t (the video will addresssome early incorrect ideas about theuniverse). Can they think whyscientific ideas can turn out to beincorrect?

3. Ask your students to write 5 scientificquestions that they would like toanswer. Insist that they choosequestions for which they couldrealistically work on to find an answer.

4. Prior to watching this video it wouldbe beneficial for the students to havean understanding of hypotheses. Withthis knowledge, ask the students towrite suitable hypotheses for each oftheir questions from 3.

5. Read through the Student Worksheetwith your class to ensure that theyunderstand what type of informationthey are collecting when viewing the

video.

TheScientificMethod

Copyright CLASSROOM VIDEO (2004)

and Orders: Classroom Video

107 1500 Hartley Avenue

Coquitlam, BC V3K 7A1

Phone: (604) 523 6677 Fax: (604) 523 6688

email: sales@classroomvideo.com

UK: Phone: (01454) 324 222 Fax: (01454) 325 222

Australia: Ph: (02)9913 8700 Fax: (02) 9913 8077

USA: Phone:1-800-665 4121 Fax: 1-800-665 2909

New Zealand Phone/Fax: (09) 478 4540

Student Worksheet:

1. What does science allow us to do?

2. What did Plato predict about our universe?

3. Besides not having the suitable technology, why else was Plato wrong?

4. A systematic process of gathering and interpreting information is called the S___________ M___________.

5. i) Louis Pasteur conducted his experiments on the spoilage of food substances

around the year __________.

ii) At this time people believed that the spoilage was due to bacteria coming out of nowhere (i.e.. S_____________

G______________).

iii) Complete the table (on the following page) as you view the video presentation on this famous experiment.

6. What does “defining the problem” involve?

7. What does “gathering relevant data” involve?

8. A hypothesis is always a _____________ not a question.

9. A hypothesis is a possible _____________to a question or problem.

10. An experiment can involve taking _____________ or making _____________ to determine whether our hypothesis is correct.

11. Factors which can influence what we are observing are called _____________.

12. It is important to study only one _____________ at a time and to hold all other _____________ constant.

13. How can you rely on the accuracy of your results?

14. i) If the data supports the hypothesis we _____________ it.

ii) If the data does not support the hypothesis we _____________ it.

iii) If the data partly supports the hypothesis then we _____________ the hypothesis and experiment again.

15. A hypothesis becomes a theory when it is widely _____________.

16. A theory is an _____________ for a set of observations.

17. What is a scientific law?

18. How can we gain better knowledge?

Definition of the

problem orquestion

Accept, Reject orModify theHypothesis

Gathering of

relevant data

Formulation ofHypothesis

Can ___________be created byspontaneousgeneration?

Bacteria arepresent in dustparticles found inthe _________

A flask of broth willremain _________so long as noairborne bacteriacan get into it.

Observation or Experimentation

Air, Dust

& Microbes

These resultsshowed Pasteurthat he should______________the hypothesis.

HEAT tosterilise the

broth.

S-shaped flaskneck to stop dust

from falling in.

BROTH

Broth is___________

here.

Broth remained_____________.

Table for Question 5

Activities following the video

1. Read the following list to your class one at a time and ask students to determine which hypothesis is scientifically appropriate.Remind them that a hypothesis is a statement that can be tested.

a) Orange juice is better than apple juice.b) Blonde hair grows faster than brown hair.c) Dogs drink more water on hot days than cold days.d) Summertime is more fun than wintertime.e) A black cup of tea cools more quickly than a white cup of tea.

2. Below is a list of questions that could be used as the basis for experimentation. Ask your students to think of the variables thatshould be controlled in each.

a) Which brand of tissue is best at soaking up a small puddle of water?b) Which will bounce higher - a tennis ball or basketball?c) Will salty water boil sooner than plain water?d) Will seeds germinate more quickly if kept warm or cool?e) Which melts more quickly - plain water ice cubes or salt water ice cubes?

3. Students are to write a list of instructions to test one of the following hypotheses:a) A Bunsen burner will boil a beaker of water more quickly when the blue flame is used.b) A cube of sugar will take longer to dissolve than a crushed cube of sugar.c) A basketball will roll down a ramp faster than a tennis ball.d) A flat piece of paper will take longer to fall from a balcony than if it was crumpled into a ball.

Research TaskAs a class, choose a scientifically appropriate hypothesis from the list in question 1 or 3 ( or make up your own) and work throughthe scientific method. The experiment may need to be performed on a separate day as planning the experiment, including thecontrolling of variables may take some time for the class to carefully think about.