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Foothill Technology High School

Biology Interactive Notebook

Quarter One

Fall 2012

DEPARTMENT STATEMENT:

Students will actively experience science – both the concepts and practices of the disciplines. Science requires a student to understand facts, processes, interactions and the methods of discovering these things in an organized, yet creative fashion. Students will learn to operate various pieces of scientific equipment that serve as tools to improve the accuracy of measurement and analysis. Foothill Technology High School is dedicated to integrating concepts and projects across curricula. By integrating several subjects, we hope that each student gains a deeper understanding and appreciation of the fact that one subject cannot stand without the other.

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Table of Contents

Lab Group Assignments

Course Expectations and Guidelines Pages 4-6

Lab Guidelines (Notebook copy) Page 9

Notebook Requirements Pages 12-21

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Lab Groups

When you are assigned to a new lab group, write down your new lab partner’s names and e-mail addresses or phone numbers in the space provided. Make sure you write down the name of your group (i.e., “red group” or “cell group”) and your seat number for that group.

Group: Seat Number:

Lab Partner’s Name Phone Number E-mail Address

Group: Seat Number:


Group: Seat Number:


Group: Seat Number:


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COURSE EXPECTATIONS and GUIDELINES

REQUIRED SUPPLIES:

Glue stick and tape for putting items in interactive notebook

Index cards to create concept cards

College ruled, loose-leaf paper

Pencils, pens (blue or black ink), highlighters, erasers

Storage pouch for pencils, pens, glue sticks, unused index cards, etc

1.5” binder to hold your interactive notebook

At least 10 dividers/tabs to glue into your biology interactive notebook to separate units

Calendar/Agenda for recording assignments

HIGHLY RECOMMENDED SUPPLIES:

Colored pencil set (at least 12 colors)

Several clear page protectors

CLASS EXPECTATIONS:

Students are expected to:

1. Be on time. (Refer to Foothill’s Survival Guide for policies on tardiness and absenteeism)2. Be prepared with appropriate materials (interactive notebook, pen, etc.)3. Be involved in class discussions.4. Be respectful of self, teacher, classmates, guest speakers, and school property.5. Be aware of safety protocol in the lab and follow it.

EXPECTED WORKLOAD:

Quizzes and unit tests – every 2-4 weeks Lab investigations and activities – 1 per week Homework (including online assessments) – 1 to 3 times a week Projects – one big project per quarter Practical lab exams – one per semester

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UNITS OF STUDY:

Fall Semester Spring SemesterUnit Topics Unit Topics

Scientific Method

Maintaining an interactive notebook, understanding and applying the scientific method and experimental design, introducing basic lab procedures and equipment

DNA &Meiosis

Examining forms of sexual reproduction, distinguishing between mitosis and meiosis, applying the law of independent assortment

Cell Biology

Understanding the cell theory, describing the structure and function within eukaryotic cells and their organelles, comparing plant and animal cells, practicing microscopy skills

Proteins & Biotechnology

Exploring transcription and translation, tracing proteins through the endomembrane system, understanding DNA fingerprinting and genetic engineering

Membranes & Transport

Introducing polymers and monomers, describing the structure of cell membranes, contrasting active and passive transport systems.

Endocrinology & Immune System

Studying feedback mechanisms, exploring primary and secondary immune responses, understanding vaccines and immune deficiencies

Microbiology

Describing the prokaryotic structure and function, comparing prokaryotic and eukaryotic cells, understanding viruses and bacteriophages, practicing lab skills (streaking plates, culturing bacteria).

Genetics & Evolution

Describing Mendelian genetics, interpreting pedigrees and karyotypes, calculating allele frequencies, comparing micro and macroevolution, understanding natural selection and biodiversity.

DNA & Mitosis

Retracing the “DNA race”, exploring DNA replication and the cell cycle, identifying chromosome structure, comparing conjugation in bacteria, practicing microscopy skills

Ecology

Exploring co-evolution and species interactions, discriminating between producers and consumers, summarizing photosynthesis and cellular respiration, tracing elements in biogeochemical cycles

GRADING SCALE:

A 90 – 100%B 80 – 89%C 70 – 79%

D* 60 – 69%F 50 – 59%

Work not attempted by the deadline date will be recorded as a zero.

COURSE EXPECTATIONS and GUIDELINES

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*Biology is a pre-requisite for Chemistry. You must earn at least a “C” in both semesters of Biology in order to go onto Chemistry the following year. All students with goals of attending a university after high school must consider taking at least Biology and Chemistry in order to fulfill university eligibility requirements.

WEIGHTING OF TASKS and ZANGLE ASSIGNMENT CATEGORIES:

Tests and Quizzes 30%Projects 20%Daily Homework 15%Online Quizzes and Classwork 15%Semester Final 20%

HOMEWORK:

Homework will be related to the curriculum and will be assigned to strengthen skills, reinforce concepts, and/or prepare for a lesson, unit, or activity. Students should expect some homework on a daily basis.

There are two general categories of homework:1. Peer evaluated: In cooperative groups, students will evaluate work in interactive

notebooks as either following or not following the guidelines. 2. Instructor evaluated: This includes online assessments, projects, concept-mastery

worksheets, and lab conclusions.

LATE WORK AND/OR MISSING WORK:

• Each assignment will have a due date. This is the date by which you are expected to submit the assignment.

• Missing work will be recorded in the grade book as a zero.• If a student is absent from class, that student is responsible for making up missed work.

EXTRA CREDIT:

1. Individual Extra Credit: There are select opportunities for a small amount of individual extra credit to be earned. These will be discussed in class.

2. Group Extra Credit: Large assignments for extra credit will be considered on a class-level basis, not an individual basis, and will only be offered to students who have all assignments completed.

RENAISSANCE INCENTIVES:

Tickets: Tickets will be awarded on a merit basis. Outstanding behavior can earn a student and/or an entire class a ticket. Tickets may also be earned for outstanding work (i.e., quiz and test scores). Students will drop their tickets in a drawing for various incentives.

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Safety Rules in the LaboratoryTeacher Copy

1. During experiments, listen carefully to instructions and follow them as exactly as you can. In case of confusion or uncertainty, ask questions! Performing unauthorized experiments will not be tolerated.

2. No horseplay will be tolerated.3. All students will wear safety goggles/safety glasses in the laboratory whenever

experiments are being performed that warrant eye protection. Notify your teacher if you are wearing contact lenses. Circumstances when safety goggles will always be worn are: When anything is heated, when students handle chemicals, or when there is the potential for chance flying debris.

4. Never eat in lab or drink out of glassware. Never taste or smell anything unless you are given specific directions to do so.

5. Any injury, major or minor (cut, burn, etc.), must be reported to the teacher at once. Put cold water on burns first. Chemical spills should be washed off immediately with water. Know the location of all laboratory safety equipment. Chemicals in the eyes must be flushed immediately with the eyewash. Hold the eye open, rotate the eyeball, and continue washing for 10-15 minutes.

6. Do not touch equipment without permission. All unauthorized experimentation is strictly forbidden. This includes all chemicals, models, or apparatus. Complete all pre-lab work. Don’t do any lab procedures until approved by instructor.

7. When heating a test tube, always point the open end away from you and others. It should be at a slant rather than straight up in most cases.

8. If the fire alarm should sound during a lab, turn off all heat sources and proceed quietly from the classroom to the assembly area outside.

9. If glass is broken, the teacher should be informed immediately. Students should not handle broken glass; teachers will dispose of broken glass.

10. Be careful not to contaminate the class supply bottle. Use disposable papers with solids. Use the same supply spoon with the same chemical. Don’t put any excess material back into the supply bottle.

11. Dispose of all materials as per instruction. Do not assume that all liquids go down the sink!12. Dissection equipment can only be used on specimens. Any misuse of dissection tools will result

in disciplinary action.13. Before class will be dismissed, all equipment and sinks must be clean, and desktops must be

clean and dry.

If the above guidelines are not followed, you may not be allowed to participate in the lab and may not receive credit for the activity.

I have read the guidelines and understand what is expected of me in the laboratory.

Print Student’s Name Student’s Signature Date Period

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This page was left blank, so the copy of the safety rules on the back of this paper can be torn out and turned into your teacher.

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Safety Rules in the LaboratoryNotebook Copy

1. During experiments, listen carefully to instructions and follow them as exactly as you can. In case of confusion or uncertainty, ask questions! Performing unauthorized experiments will not be tolerated.

2. No horseplay will be tolerated.3. All students will wear safety goggles/safety glasses in the laboratory whenever

experiments are being performed that warrant eye protection. Notify your teacher if you are wearing contact lenses. Circumstances when safety goggles will always be worn are: When anything is heated, when students handle chemicals, or when there is the potential for chance flying debris.

4. Never eat in lab or drink out of glassware. Never taste or smell anything unless you are given specific directions to do so.

5. Any injury, major or minor (cut, burn, etc.), must be reported to the teacher at once. Put cold water on burns first. Chemical spills should be washed off immediately with water. Know the location of all laboratory safety equipment. Chemicals in the eyes must be flushed immediately with the eyewash. Hold the eye open, rotate the eyeball, and continue washing for 10-15 minutes.

6. Do not touch equipment without permission. All unauthorized experimentation is strictly forbidden. This includes all chemicals, models, or apparatus. Complete all pre-lab work. Don’t do any lab procedures until approved by instructor.

7. When heating a test tube, always point the open end away from you and others. It should be at a slant rather than straight up in most cases.

8. If the fire alarm should sound during a lab, turn off all heat sources and proceed quietly from the classroom to the assembly area outside.

9. If glass is broken, the teacher should be informed immediately. Students should not handle broken glass; teachers will dispose of broken glass.

10. Be careful not to contaminate the class supply bottle. Use disposable papers with solids. Use the same supply spoon with the same chemical. Don’t put any excess material back into the supply bottle.

11. Dispose of all materials as per instruction. Do not assume that all liquids go down the sink!12. Dissection equipment can only be used on specimens. Any misuse of dissection tools will result

in disciplinary action.13. Before class will be dismissed, all equipment and sinks must be clean, and desktops must be

clean and dry.

If the above guidelines are not followed, you may not be allowed to participate in the lab and may not receive credit for the activity.

I have read the guidelines and understand what is expected of me in the laboratory.

Print Student’s Name Student’s Signature Date Period

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Safety Rules Poster

You and your team-mates will be responsible for creating a lab safety poster and presenting your assigned lab rule in class. Your poster must easily be readable from a distance when they are displayed in the classroom.

For this poster you must:

1. Summarize the lab rule (paraphrase) in your own words.

2. Use 4 or more colors.

3. Be neat and presentable.

4. Visually represent the main point of the rule. You may draw an illustration, create a 3-D pop-out, or create a number of other things.

5. Be creative.

Use the space below to summarize your lab rule and brainstorm ideas before you begin your poster.

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Safety Rules Scavenger Hunt

Directions: Find other students who know the answers to the following questions. When you find someone who knows an answer, have him/her write his/ her name, an interesting fact and the answer next to the question. You may not write down the same classmate more than once or answer your own questions yourself.

Name Interesting Fact Question Answer

1Should you wear contact lenses during laboratory? Explain why or why not?

2List all precautions that

should be taken with clothing worn in the lab.

3What should you do with left over chemicals that

you may have?

4Describe the classroom policy concerning safety

goggles.

5What does the ABC stand

for in reference to fire extinguishers?

6

What are the precautions when placing hot glassware on the

tabletop?

7If you spill something what should you do?

8How do you clean up a

lab station?

9What precautions should

be taken with a supply bottle?

10What should you do with broken glass?

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BIOLOGY INTERACTIVE NOTEBOOK REQUIREMENTS

The Interactive Notebook contains most of the information that will be explored during each semester. The right side pages will be reserved for lecture notes and activities presented to you in class. These activities mainly exercise the “left” hemisphere of your brain, the logical, verbal, and sequential center.

The left spiral pages demonstrate your understanding of the information from the right-side page. You work with the input and INTERACT with the information in creative, unique, and individual ways. The left side of the notebook, or “right brain” incorporates and reflects how you learn science as well as what you learn in science. We’ll use the 4 “block” categories to help accelerate your learning and focus your attention on big science concepts. A few of the activities are listed:

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Left-Brain Right-Brain

In class activities

Notes

Lab Procedures

Data

Worksheets

Reflections on in-class activities

Reflections

Images in color

4-block creative categories


Output goes on the LEFT side (right brain)!

ALWAYS USE COLOR – it helps the brain learn and remember.

The following are specific instructions for left-side (“right brain”) assignments that will be assigned on a frequent basis in science.

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Block 1

Levels of Questioning

Discovery

Headlines/News

Articles

Reflections

Block 2

Venn Diagrams

Concept Maps

Flow Chart

Brainstorming

Foldables

Block 3

Poems

Song Lyrics

Acrostic Organizers

Metaphors

Analogies

Block 4

Cartoon

Riddle Cards

Concept Cards

Visual Illustration

Graphs

CONCEPT CARDS EXAMPLE

FRONT OF CARD:

BACK OF CARD:

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Illustration of vocabulary word or concept

hairy

Link: another word or idea that helps you remember the original vocabulary word

CILIA

1. Small hair-like projections from the surface of cells

2. Noun

3. Cilia , unlike flagella, are shorter.

4. Many bacteria use cilia to move around.Your own sentence

Sentence from your textbook that uses this word

Characteristics

Definition

Vocabulary word


GENERAL GUIDELINES

1. Bring your interactive notebook to class with you every day with all of the pages in the correct order.

2. Do not remove any pages from your interactive notebook unless instructed to do so.3. Use only black or blue ink. If you make a mistake, draw a single line through the error or use

white out.4. Record all information neatly and accurately.5. Losing your interactive notebook will result in a large drop in your grade and will require

you to complete all missing assignments again.

CONCEPT CARDS DIRECTIONS

Font of card:

Illustration : Draw an illustration of the vocabulary word or concept Link : Link another word or idea that helps you remember the original vocabulary word on

card

Back of card:

Word : Write the vocabulary word at the top of the card. Definitions : Should be in student’s own words (check with dictionary or text) Characteristics or features : If appropriate, write down a short list of characteristics for the

words. What prefixes or suffixes make up the word? Examples from the text and/or personal experiences : If appropriate, students provide

examples of the words on their concept cards. These can be in written or pictorial form. Personal sentences : Student writes sentences using the words.

Concept cards will be taped into your interactive notebook and used as a study aid. Creating neat, informative, and accurate concept cards will be extremely beneficial when preparing for assessments.

Be sure to “FLIP” the card when you create the back so that the text is oriented correctly when you tape it into your interactive notebook.

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FLOW-CHARTS

Before performing any lab or activity in class, each student must be prepared for the lab. This preparation is reflected in a flow-chart of the procedure for the day’s lab. Flow-charts must meet the following requirements:

1. Each step must be included2. Each step must be represented as a picture depicting the step 3. Each step must also include text, briefly describing that point in the procedure4. Arrows must connect each step

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The flowchart to the left is an example of a lab procedure flowchart from Promega.com.


FOLDABLES

Concept Map Book

Instructions:1. Fold a sheet of paper along the long or short axis, leaving a two-inch tab uncovered.2. Fold in half or in thirds. (Additional tabs can be created by folding into more parts.)3. Unfold and cut along the inside fold lines to create tabs.4. Identify the concept by writing key words or using pictures on the two-inch tab. Draw arrows

from the central idea to the tabs, data will be recorded underneath each tab.

Concept maps demonstrate relationships between ideas. They help you understand concepts by clarifying ideas and terms, and by dividing complex concepts or processes into smaller parts. You can use concept maps to relate, define, brainstorm, and sequence.

Venn Diagram FoldableInstructions:1. Fold a sheet of paper in half like a hotdog.2. With the paper horizontal, fold the right edge toward the center, covering half of the paper.3. Fold the left side over the right and crease to form three tabs. 4. Draw two overlapping ovals on the front. 5. Cut up the two valleys on one side only.

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Layered Foldable

Instructions:

1. Stack 2-3 sheets of paper together so that each consecutive sheet is around 1 inch higher than the sheet in front of it.

2. Bring the bottom of both sheets upwards and align the edges so that all the layers or tabs are the same distance apart.

3. When all of the tabs are equal distance apart, fold the papers and crease well. 4. Open the papers and glue them all together along the valley/center fold or staple the pages

together at the top.

More Foldables at a Glance

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POEMS, SONGS, ANALOGIES, ETC.

Haiku: Haiku is a minimalist, contemplative poetry from Japan that emphasizes nature, color, and contrasts. There are 3 lines and 17 syllables distributed in a 5, 7, and 5 syllable pattern. A haiku should communicate a sensation or the “distilled essence” of a specific fact or concept.

5 syllables in the first line 7 syllables in the second line 5 syllables in the third line

Your haiku must follow the metric pattern and deal with any aspect of a topic covered in class. Create a border and artwork reflecting the topic or your insight. Then write a 3 – 5 sentence explanation telling how the haiku demonstrates an understanding of the assigned term or concept.

Cinquain: A cinquain is a five-line poem written about a single concept, object, or idea. The format is a short, unrhymed poem of twenty-two syllables and five lines. The five lines contain 2, 4, 6, 8, and then 2 syllables. Each line is supposed to deal with a specific aspect of the cinquain’s topic.

The first line consists of 2 syllables:(the title)

Raindrop

The second line consists of 4 syllables:(describes the title)

Moisture, Falling

The third line consists of 6 syllables:(states an action)

Sustain, Nourish, Cleansing

The fourth line consists of 8 syllables:(expresses feeling)

Teardrop Diamond Dropping Earthward

The fifth line consists of 2 syllables:(another word for the title)

Dewdrop

Song Lyrics: Write the lyrics of a song to a familiar tune. The song should summarize at least three key points about your topic. Here’s an example: Triglycerides

Long Carbon Chains with hydrogen Surrounding where they’re at Are joined in threes to glycerol

To make a Neutral Fat Triglycerides, triglycerides

Store so much energy You insulate so I feel great

And give me ATP!


Acrostic Organizers: Acrostics are powerful memory devices that can take you to Costa’s second and third levels. To write an acrostic, select a key word that is central to the concept you are

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Sung to

“America the Beautiful”

studying. Write the letters of that word vertically. Then make a list of companion words that describe the concept. Find a way to partner them with the original letters you wrote vertically. Here’s an example:

Topic: Sponges Key Word: Porifera

P orous sacs O sculum acts as exit for water current R eproduce asexually by budding or sexually with gametes I nternal spongocoel F our kinds of cells: Epidermal, Pore cell, Collar cell, Amoeboid cells E xternal anatomy strengthened by spicules R egeneration of damaged tissues by amoeboid cells A nimal kingdom’s simplest members

Illustrate your acrostic with a picture that summarizes what you’ve written about.

ABSTRACTS

An abstract is a shortened version of a lab report or scientific research paper. You will write an abstract for each investigation in this notebook. Use the following acrostic poem to help you remember how to write an abstract. Each category should consist of between 1-3 sentences. Do not use personal pronouns or use the experimenter(s) as the subject of your sentences.

I Introduction What is the topic, and what is its significance? Introduce the question/issue and explain the importance of the investigation.

M Methods How were the results obtained? Explain the specific methods used, without listing the steps.

R Results As a result of these methods, what was discovered? Summarize any numerical or qualitative data and be as specific as possible.

a and

C Conclusion What are the larger implications considering the problem you discussed in your introduction? Interpret your results here.


COVER PAGES AND BACK PAGES

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At the beginning and end of each unit, students will design a unit cover and back page, respectively. The guidelines for each follow:

COVER PAGES: Cover pages are worth five points, and must follow each guideline listed below. Each guideline is worth one point.

1. Colorful: It must be in four or more colors

2. Neat: It must be neat (last-minute work will cost you points!)

3. Unit Focused: Each unit cover page must include the name of the unit

4. Unit Relevant: The image on the unit cover page must be unit-related

5. Tabbed: Each unit cover page must include a tab with the name of the unit on it

BACK PAGE CONCEPT MAPS: Unit back pages are worth five points and must follow each guideline listed below. Each guideline is worth one point.

1. Unit Focused: The central theme of the unit must be the central “bubble” of the concept map.

2. Include Unit Relevant Vocabulary: There must be at least ten concept “bubbles” in the entire concept map, using terms from the unit covered.

3. Linked: The ideas must be correctly connected by lines or arrows.

4. Annotation (2 points): The links and relationships must be thoroughly explained in at least 1 paragraph.

CORNELL NOTES

Lecture notes, including fill-in-the-blank notes, will be written in Cornell Note format. Key points and questions are written on the left column. The right column contains your notes that answer the questions on the left and notes about the key points. The bottom section includes a summary of the lecture written in your own words. ALL lecture notes require a summary paragraph of at least 5 sentences.

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Biology Quiz: Syllabus Review

1. Name one topic that you will be covering within the cell unit. _____________________________________________________________________________________________________

2. What grade should you earn both semesters of Biology to take Chemistry the following year?_____________________________________________________________________________________________________

3. If you plan on attending a university after high school, what two science classes do you have to take?_____________________________________________________________________________________________________

4. Which of the required supplies will be glued/attached into your interactive notebook to separate the units?_____________________________________________________________________________________________________

5. What is an example of a left-side assignment? Right side assignment?_____________________________________________________________________________________________________

6. If you are only permitted to use black or blue ink in your interactive notebook, how do you correct errors?_____________________________________________________________________________________________________

7. What percentage of your grade will be made up of tests? Projects? Homework?_____________________________________________________________________________________________________

8. How often should you expect to see homework in this class?_____________________________________________________________________________________________________

9. Can you get credit for any late or missing work?_____________________________________________________________________________________________________

10. Besides the definition, name one other requirement for the back of the concept card._____________________________________________________________________________________________________

11. Is extra credit offered in this class?_____________________________________________________________________________________________________

12. Name one supply that is not required but is highly recommended. _____________________________________________________________________________________________________

13. How often should you expect to take a quiz or test in this class?_____________________________________________________________________________________________________

14. What is your teacher’s email address?_____________________________________________________________________________________________________

15. What is the consequence of losing your interactive notebook?_____________________________________________________________________________________________________

Grade: _________/15

Graded by:

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Scientific Concepts Unit Student Design Cover Page(see guidelines on page 21)

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Scientific Concepts Unit Front Page

At the end of this unit, I will:

Know how to use my Interactive Notebook Be familiar with some of the frequently used Greek and Latin roots in Scientific Terms Know what PHERC means Be able to identify the following aspects of experimental design:

Independent variable Dependent variable Control Group Experimental Group Constants

Roots, Prefixes and Suffixes I will understand and recognize are:

Scientific Concepts: Hypo-, -Thesis

The terms I will clearly define are:

Scientific Concepts: Hypothesis, Independent Variable, Dependent Variable, Control, Constant, Scientific Theory, Quantitative Data, Qualitative Data

The assignments I will have completed by the end of this unit are:

Interactive Notebook Cover page Signed and turned in Safety Rules in the Lab (pages 7-8) Created a poster of lab rules to follow with my lab group (page 10) Completed Syllabus Review (page 22) Scientific Concepts Unit cover page (page 23) Completed/turned in Warm Up: Projects, Presentations, Performances (pages 25-26) Watched a video clip and completed Monty Python Logic (page 27) Take Cornell Notes on the Scientific Method (pages 28-31) Completed Making Inferences and Testing Hypotheses (page 32) Created acrostic poem for PHERC (page 33) Evaluated Old Wives’ Tales (pages 34-35) Applying the Science of Biology: Redi’s Experimental Design (pages 36-37) Practiced Hypothesis Writing during the 3-hole bottle demo (page 38) Finished Observations: Qualitative or Quantitative (page 39) Completed Cricket Experiment (pages 40-49) Identified variables on What Are Variables? (pages 50-53) Completed the Surface Tension of Water Lab and wrote conclusion (pages 54-59) Created concept cards for the highlighted terms above Completed the Concept Map for the Unit Back Page

Name: Period:

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Warm-up: Projects, Presentations, Performances

What kinds of school assignments or projects do you like to do? Read the following lists. For each list, draw a circle around all the different activities you would enjoy doing to show others what you’ve learned.

List 1

Writing a character sketch Writing a biography Creating a crossword puzzle Writing a letter to the editor

Debating Writing a magazine or newspaper article

Writing a journal Taking part in a mock trial

Making a speech Designing a checklist Writing a summary Writing an information brief

Storytelling or writing a story

Writing fiction or nonfiction Writing a pamphlet or brochure

Creating a newspaper or magazine

Writing an essay Writing a report Creating a slogan or motto Writing an epitaph

Writing a research paper Making an audiotape or podcast

Writing a conversation or dialogue

Writing a fairy tale, myth or legend

List 2

Designing a maze or puzzle Constructing a chart or graph

Inventing a code Drawing a caricature

Investigating a problem Calculating probabilities Making a storyboard Doing a critique

Making an outline Developing a theory Solving an equation or a number problem

Making a flow chart

Designing a matrix Making a calculation Doing an evaluation or a rating

Designing an opinion poll or survey

Making a diagram Analyzing trends and patterns

Recording data or information

Designing a computer program, game or graphic

Creating an analogy Developing a formula Doing an analysis Developing a hypothesis

Constructing a timeline Computing an answer Formulating plans

List 3

Drawing, sketching, or painting

Making a map Making a mobile Constructing a display of a collection

Illustrating Making a poster Constructing a model Creating a board game

Building a prototype Making a mural Designing a structure Designing a pamphlet or brochure

Designing a website Making a collage Making a diagram Designing a postcard

Creating a cartoon or comic strip

Making visual aids for a presentation (slides, transparencies, props)

Planning advertising graphics

Designing a greeting card

Making a clay or papier-mâché sculpture

Taking photographs Making digital camera slides

Making a diorama or mobile

List 4

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Role playing Pantomiming Performing in a play Doing an experiment

Making a videotape Performing a dance or other creative movement

Constructing a model Performing a skit

Developing an invention

List 5

Performing music Performing or writing a rap Writing a song Playing a musical instrument

Composing lyrics (the words to songs)

Creating a jingle Singing in a group, choir, or chorus

Performing rhythms with percussion instruments

Doing a choral reading

List 6

Participating in a group activity

Conducting an interview Solving problems with a group

Doing a volunteer project

Participating in a discussion

Debating personal thoughts, ideas, and perspectives

Planning a campaign for a cause or an issue

Organizing an event or activity

List 7

Keeping a personal journal or diary

Keeping a personal log or record

Setting personal goals Expressing your own opinions and ideas

List 8

Classifying objects Participating in a simulation Planning a walking tour Making observations

Making predictions Constructing a display of objects or artifacts

Investigating how something works

Identifying a problem

Identifying objects based on their characteristics

Making comparisons Designing an exhibit for a zoo or museum

Solving a problem

Creating a collection

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Monty Python Logic

Watch the video clip and answer the following questions.

Problem: Is she a witch?

1. What types of things did the townspeople evaluate before conducting an “experiment”?

2. If she weighs the same as a ________________________, then she is made of _________________________ and is therefore a _____________________________.

3. Can this “hypothesis” be tested? How?

4. Using the definition below, explain why their evidence was not reliable.

Reliable evidence – data that can be gathered and stays the same when the experiment is repeated.

5. Using the definition below, explain why their evidence was not valid.

Valid evidence – data that is relevant to the investigation, is collected without bias, and tests only one variable.

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Scientific Method Fill in the Blank Notes

What is the Scientific Method?

The ____________________________________ is a method of answering scientific questions.

What are the steps of the Scientific Method?

1.

2.

3.

4.

5.

6.

What is a Hypothesis? A hypothesis is an ____________________________________________.

What is an Independent Variable?

Independent variable (IV) is ___________________________________________

____________________________________________________________________________

(_____________ axis on graph)

What is a Dependent Variable?

Dependent variable (DV) is __________________________________________

__________________________________________________________________________

(_____________ axis on graph)

What is the proper way to phrase a hypothesis?

If _________________________________________________________________________ (IV)

then _____________________________________________________________________(DV)

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Graphing Practice

Use the data below to create a graph comparing the amount of sunlight exposure and the height of the plants. Remember, the independent variable goes on the (____) axis, and the dependent variable goes on the (____) axis.

The Effect of _________________________________________ (IV) on _________________________________________(DV)

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What is a constant?A constant is ___________________________________________

______________________________________________________

______________________________________________________

What is a control group?

________________ is the standard that is used to compare with the

_______________________ group.

What is an experimental group?

____________________________________________________

____________________________________________________

____________________________________________________

What is data? _______________ is the information collected during the experiment that

is recorded in an organized fashion.

What are the guidelines for scientific graphs?

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

What is a theory?

A theory is ________________________________________________

_________________________________________________________

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Making Inferences and Testing Hypotheses:Crossing Knives

Procedure:

1. Sit in a circle with your class, facing inwards.

2. Your instructor will hand a pair of plastic knives to someone in your class. The knives will then be handed off to the next student, in a clockwise direction.

3. As the knives are passed, your instructor will identify each student as being “crossed” or “uncrossed.”

4. Make careful observations, and infer to yourself, the reasons behind your instructor’s classification methods. (Do not share with other members of your class)

5. Record one hypothesis below, based on your observations and inference. Then observe the activity again, as it is repeated to test this hypothesis.

If ________________________________________________________________________________________________________________

then ____________________________________________________________________________________________________________

6. Was the hypothesis supported? Circle (Yes or No)

If not, create another hypothesis below.

If ________________________________________________________________________________________________________________

then ____________________________________________________________________________________________________________

If the original hypothesis was supported, do you have enough evidence to make a

conclusion? _______________ Explain why or why not? ______________________________________________

_________________________________________________________________________________________________________

7. Observe the activity again, as it is repeated to test the new hypothesis or confirm your original hypothesis.

Was the hypothesis supported? Circle (Yes or No)

8. What must happen before your conclusion can be accepted as theory?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

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“An apple a day keeps the doctor away.”

Warm-up: We have all heard this and many other similar claims throughout our lives. But how do we know if they are true? In the space provided below, briefly describe how you would test this claim.

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

After taking Cornell notes on the Scientific Method, you will be given an opportunity to test similar claims. Pay close attention to the aspects of experimental design that must be included, and make sure to follow the steps outlined below.

Problem

Hypothesis

Experiment

Results

Conclusion

Make an “Acrostic Poem” for the steps of the Scientific Method, using the acronym “PHERC” above. The purpose of an acrostic poem is to help you remember something that has to follow a specific order.

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PHERC

Old Wives’ Tale or Helpful Hint?

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Problem:

Hypothesis:

Experiment:

Independent variable:

Dependent variable:

Control:

Constants:

Problem:

Hypothesis:

Experiment:


Dependent variable:

Control:

Constants:

Problem:

Hypothesis:

Experiment:


Dependent variable:

Control:

Constants:

Old Wives’ Tale or Helpful Hint?

People often tell us things and ask us to believe they're true. Some of these "helpful hints" are true. Some aren't. People have realized for a long time that some of these hints aren't true and call them "Old Wives' Tales." An old wives' tale is an everyday statement that some people believe is true, but it really isn't. But how can you tell them apart? You can't just ask a grownup, some of them are wrong. The only way anyone knows the truth for sure is to use the scientific method.

You will design an experiment to test the validity of each old wives’ tale. We’ll do the first one together.

Eating chocolate causes zits.

Problem: __

Hypothesis:

Experiment:


Dependent variable:

Control:

Constants:

Choose three of the old wives’ tales below and design an experiment to test them. Record your information on page 34.

a) Shaving makes hair grow back more densely.b) Drinking coffee will stunt a child’s growth.c) If you swim immediately after eating, you will get cramps.d) If you go outside when your head is wet, you’ll catch a cold.e) Feed a cold, starve a fever.f) Break a mirror and you will have seven years of bad luck.g) If you blow out all the candles on your birthday cake with the first puff, you will get your

wish.h) The full moon makes people restless.i) Eating carrots improves eyesight.j) If you cross your eyes too often, they will stay that way.k) Reading in dim light damages a person’s eyes.

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ABSTRACT:

Applying the Science of Biology: Redi’s Experimental Design

(for guidelines on writing an abstract, refer to page 20).

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Applying the Science of Biology: Redi’s Experimental Design

Read the passage and then answer the questions that follow.Many years ago, scientists believed that some organisms arose from nonliving materials, a process referred to as spontaneous generation. In 1668, Francesco Redi challenged the idea that decaying meat turns to flies. Redi began with a different explanation for the appearance of flies on the meat: "The flies come from eggs laid by other flies on the decaying flesh." To test this explanation, Redi filled two sets of four jars with chunks of meat. He sealed one set of jars and left the other set open to the air.

There were a number of possible results that Redi might reasonably expect from his experiment. For example, he might expect that flies would not appear in the sealed jars. During the experiment, Redi observed flies entering and leaving the open jars. Several days later maggots (fly larvae) appeared on the meat in the open jars, but none appeared on the meat in the sealed jars. Redi concluded that the maggots came from eggs laid by flies on the meat -- not through spontaneous generation.

Redi's work, along with the later work of Louis Pasteur and others, eventually convinced scientists that organisms arise only from other living things. Thus their work contributed to the theory of biogenesis, which states that all living things arise from other living things.

Identify the following elements in the scientific investigation described above. Write a description of each of these elements in the case discussed. Do not define the terms.

1. Redi’s hypothesis: ______________________

2. Variables:

Independent:

Dependent:

3. Control group:

4. Redi’s data:

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5. Theory:

3-Hole Bottle Demonstration: Practice Hypothesis Writing

Sketch Hypothesis

If ___________________________________________________________

then ________________________________________________________

because ____________________________________________________

______________________________________________________________

Circle your answer: This hypothesis was

proven/disproven

If ___________________________________________________________

then ________________________________________________________

because ____________________________________________________

______________________________________________________________


proven/disproven

If ___________________________________________________________

then ________________________________________________________

because ____________________________________________________

______________________________________________________________


proven/disproven

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Possible Explanation For Observed Results?

OBSERVATIONS: Qualitative and Quantitative

Qualitative observations: Quantitative observations:

Identify each of the following observations as qualitative or quantitative.

1. Flies do not emerge from raw meat, rather from other flies.

2. Each flower is as wide as 3 paper clips placed end to end.

3 One leaf is 10 cm long and 6cm wide.

4. It tastes sour.

5. It has a pungent odor.

6. It is light green in color.

7. This plant is larger than that plant.

8. This plant’s leaves are clustered in groups of five.

9. The temperature of the room in which it grows in 22o C.

10. Its leaves are waxy and smooth.

11. It makes a rustling sound when lightly rubbed.

12. Length: 1.3 cm, Width: 1.3 cm, Height: 1.3 cm

13. Has no distinctive smell.

14. Feels hard but crumbly; rough texture.

40 | P a g e

15. The object weighs 2.0 g.

16. Makes a sharp sound when dropped.

17 The mass of one leaf is 5 g.

Cricket Experiment

Introduction

Purpose -- The purpose of this experiment is to review and practice the steps of the scientific method, to learn how to use an online computer simulation, and to review and practice constructing data charts and graphs.

Question -- Which environmental variables influence how fast a cricket chirps?

Hypothesis -- Cricket chirps are affected by _____________________________________

Materials -- Online scientific method website

Abstract

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Cricket Experiment

Procedure

1. Go to https://www.gc.maricopa.edu/biology/glacier/scientific_method/

2. Follow these instructions to get into the site a. Click Continue (Do NOT put in user name and password) b. On the next page, enter First and Last Name and click “Continue” c. You will get to the tutorial

3. Do the tutorial on scientific method. You do not need to record this activity in the write up.

4. After completing the tutorial, follow the instructions for investigating the role of environmental variables on cricket chirps.

5. Collect data on how the following variables affect the number of cricket chirps: wind speed, number of nearby crickets, temperature, atmospheric pressure and humidity. Make sure to collect enough data points (minimum of seven in addition to the control). For your investigation, choose values that are higher and lower than the controls given below. Note: You need to record as you go because this online site does not work well if you use the back button!

6. Construct data charts for the effects of these variables on chirp rate. Include the control as one of the data points. The control value for each variable is given below.

Variable Control Value Chirp Rate (chirps/minute)

Wind Speed (m/s) 2 148

# Nearby Crickets 5 148

Temperature (C) 25 148

Atmospheric Pressure (mmHg) 760 148

Humidity (%) 15 148

7. Graph your results, completing one graph for each data chart/variable. Make sure to use appropriate graphing techniques (title, label axes, scale, etc.), and select the correct independent (x-axis) and dependent (y-axis) variable for each graph.

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Cricket Experiment

Data & Results

Wind speed (m/s) Data Table

Wind speed

Chirp Rate


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x-axis:

y-ax

is:

Cricket Experiment

Number of Nearby Crickets Data Table

# Nearby Crickets

Chirp Rate


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x-axis:

y-ax

is:

Cricket Experiment

Temperature ( C) Data Table⁰

Temperature

Chirp Rate


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x-axis:

y-ax

is:

Cricket Experiment

Atmospheric Pressure (mmHg) Data Table

Pressure

Chirp Rate


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x-axis:

y-ax

is:

Cricket Experiment

Humidity (%) Data Table

Humidity

Chirp Rate


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x-axis:

y-ax

is:

Cricket Experiment

8. Once your data are collected and graphed, you have the information you need to answer the questions and earn your trophy! Once the trophy has been earned, do one of the following:

a. Print up the results, and bring the trophy (with your name on it) to class on the due date, and tape or glue it onto the next page of your interactive notebook

b. Take a picture of your trophy (with a camera phone), and present it for grading on the due date.

48 | P a g e

Glue your cricket award on this page

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Warm-up:

1. What was the independent variable (IV) that you isolated in the cricket experiment?

_________________________________________________________________________________________________________

2. What was the dependent variable (DV) that you used to observe or measure the independent variable?

_________________________________________________________________________________________________________

3. How could you rephrase your initial hypothesis (from page 40) in “If IV , then DV because

(back your hypothesis up here)” format?

______________________________________________________________________________________________________________

____________________________________________________________________________________________________

4. Was the data collected here quantitative or qualitative?

50 | P a g e

What Are Variables? (Dependent and Independent)

Introduction:

A variable is something that can vary or change. There are 2 types of variables:Independent variables and dependent variables. If a variable is deliberately changed, it is called the independent variable. The variable that may change as a result of changing the independent variable is called the dependent variable.

Purpose:

To learn one of the skills needed when conducting an experiment. This important skill will be used whenever you analyze how someone else conducted an investigation or whenever you plan and carry out an investigation of your own.

Objective:

You should be able to:

1. Identify the variables in a description of an investigation or statement.

2. Classify the variables as dependent or independent.

Example :

Read the statement below.

The height of bean plants depends on the amount of water they receive.

In this statement two variables described are:

1. Height of bean plants

2. Amount of water

The independent variable is the amount of water because that is the variable that the scientist can control during the experiment. The dependent variable is the height of bean plants because that depends on the amount of water given to the plants

51 | P a g e

What Are Variables?

Practice: Read the statements and descriptions of investigations and identify the independent variable (IV) and the dependent variable (DV).

1. The time it takes to run a kilometer depends on the amount of exercise a person gets.

IV _____________________________________________________________

DV______________________________________________________________

2. The higher the temperature of water, the faster an egg will cook.

IV _____________________________________________________________

DV______________________________________________________________

3. An investigation was done to see if keeping the lights on for different amounts of time each day affected the number of eggs chickens laid.

IV _____________________________________________________________

DV______________________________________________________________

4. The temperature of the water was measured at different depths of a lake.

IV _____________________________________________________________

DV_____________________________________________________________

5. Grass will grow taller if it is watered a great deal and if it is fertilized.

IV _____________________________________________________________

DV_____________________________________________________________

6. The amount of pollution produced by cars was measured for cars using gasoline containing different amounts of lead.

IV _____________________________________________________________

DV_____________________________________________________________

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What Are Variables?

7. Lemon trees receiving the most water produce the largest lemons.

IV _____________________________________________________________

DV_____________________________________________________________

8. The amount of algae growth in lakes seems to be directly related to the number of bags of phosphate fertilizer sold by local merchants.

IV _____________________________________________________________

DV_____________________________________________________________

9. An investigation was performed to see if corn seeds would sprout at different times depending on the temperature of the water in which they were placed.

IV _____________________________________________________________

DV_____________________________________________________________

10. The more water you put on grass, the taller it will grow.

IV _____________________________________________________________

DV_____________________________________________________________

11. More bushels of potatoes will be produced if the soil is fertilized more.

IV _____________________________________________________________

DV_____________________________________________________________

12. Five groups of rats are fed identical diets except for the amount of Vitamin A that they receive. Each group gets a different amount. After three weeks on the diet, the rats are weighed to see if the amount of Vitamin A received has affected their weight.

IV _____________________________________________________________

DV_____________________________________________________________

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What Are Variables?

13. Look at the sketch of an investigation. Notice that different amounts of water are used in each container, with one scoop of calcium chloride added to each container. After the calcium chloride dissolves, the temperature change in each container will be determined.

IV ______________________________

____________________________________________

DV________________________________________

____________________________________________

14. An experiment was done with six groups of children to see if scores on their weekly spelling tests were affected by the number of minutes of spelling practice they had each day.

IV _______________________________________________________________

DV_______________________________________________________________

15. Will the number of nails picked up by an electromagnet be increased if more batteries are put in the circuit?

IV _______________________________________________________________

DV_______________________________________________________________

.

Page | 54

Abstract: Surface Tension of Water Lab

Flow-chart of Surface Tension of Water Lab (see page 16 for flow-chart instructions)

Page | 55

How is the Surface Tension of Water Affected by Soap?

DATA:

Trial 1

Trial 2

Trial 3

Trial 4

Trial 5

Average(Add up all of the trials and divide by the

total number of trials)

Tap Water

Soapy Water

Graph title: ___

Page | 56

x-axis:

y-ax

is:

How is the Surface Tension of Water Affected

by Soap?

MATERIALS: water, cups, soap, pennies, droppers

INTRODUCTION: Surface tension refers to water's ability to "stick to itself". This

property of water is very important to living systems. Surface tension can be observed and

quantified by dropping water (drop by drop) onto a penny. The number of water drops that can

fit on a penny will surprise you.

1. Initial Observation: Observe surface tension by seeing how many drops of water can fit on a penny. How

many drops of water could you and your partner fit on a penny?

Problem: Will soap increase or decrease the surface tension of water?

2. Develop a hypothesis that answers the experimental question. Write your hypothesis in the space

provided:

__

3. Experiment: Test your hypothesis by comparing the number of drops of tap water that can fit on a penny to the number of drops of soapy water that can fit on a penny.

a. Take two cups, one marked “Soapy” and the other marked “Water.”b. Fill both cups with water.c. Into the cup marked “Soapy,” add 2 droppers full of liquid dish soap. Stir the soapy solution to mix

the soap with the water.d. Place your clean, dry penny on a level surface.e. Using the appropriate dropper (the dropper marked “Soapy” will be used with soapy water), begin

dropping water onto your penny. Do so slowly, so that it is easy for a partner to count the number of drops.

f. The last drop will be the final drop before the “bubble” of water breaks, and the water flows off of the penny.

g. Because water drops may vary depending on how well you drop the water, it is best to run many trials and take an average. Record your data in the table below, average the data, and graph the

average. Visually analyze the data by drawing a graph of the averages on the following page.

4. Write a three paragraph conclusion based upon the data collected (see pages 57-59)

Page | 57

CONCLUSION

On the next two pages, write a three paragraph conclusion (using complete sentences) that explains how soap affects the surface tension of water, using your data to help you answer the question. Do not label the paragraphs, but make sure that the paragraphs can be distinguished from each other, using proper indentation or spacing. If you run out of space, you may choose to type the conclusion and paste it in – OR – add another sheet of lined paper to continue the page.

The paragraphs should be laid out as follows:

a. RE: The results paragraph should verbally reflect on the data that you have collected, and go back to your initial hypothesis and state if your data supports or rejects your initial hypothesis.

b. PE: The Possible Error paragraph should address any possible errors that you may have encountered during your experiment. These should be unavoidable errors. If the experimenter is aware of the error at the time that it occurred, that trial should be repeated.

c. PA: The Practical Applications of your experiment. How would you revise the procedure to try to avoid the errors that you may have encountered? What other variables could you isolate in this type of experiment? How could you improve this experiment?

Use the space below to outline your conclusion before you begin writing:

Page | 58

Surface Tension of Water Lab Conclusion(see previous pages for instructions)

Page | 59

Surface Tension of Water Lab Conclusion (see previous pages for instructions)

Page | 60

Scientific Concepts Unit Study Guide

After completion of each activity from this study guide, check it off.

Read about the following experiment and identify all of the elements of experimental design.

Sarah designed an experiment to find out which mouthwash was most effective against some bacteria. She cut out four different circles from a paper towel and soaked three of the circles in a different type of mouthwash. She soaked circle D in distilled water. She put the circles on a nutrient agar-coated Petri dish that was covered with bacteria commonly found in the mouth. She then incubated the plate for 24 hours. The picture shows the results of this test.

1. For this experiment:

a. State the problem.

b. Identify the independent variable.

c. Identify the dependent variable.

d. Identify the control group.

e. Why is it necessary to have a control group?

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f. What is the experimental group?

g. Based on the results (picture), what can you conclude?

h. If you were to create a graph, the _____________ variable goes on the ___ axis and the

_______________ variable goes on the ___ axis.

2. Review all the terms from the concept cards that you created for this unit. Use your cards to study.

3. Read the Redi experiment, and try to see if you can re-identify all the elements of experimental design.

4. Cover the right side of your Cornell notes for both Scientific Method and Metrics with a blank sheet of paper, but leave the left side of your notes visible. Use the key words and questions on the left side as a pre-test. Verbally try to recall what you wrote on the right-hand side of the notes. If you cannot do this, study the sections you are having trouble with.

5. Explain the difference between an observation and an inference. Give an example of each.

6. Explain the difference between quantitative data and qualitative data. Give an example of each.

Page | 62

Title:

Page | 63

Key/legend:

Read the paragraph below then create a graph and answer the questions.

Diabetes is a disease affecting the insulin producing glands of the pancreas. If there is not enough insulin being produced by these cells, the amount of glucose in the blood will remain high. A blood glucose level above 140 for an extended period of time is not considered normal. This disease, if not brought under control, can lead to severe complications and even death.

Answer the following questions concerning the data below and then create a graph on the previous page.

Time After Eating hours Glucose mg /dL of Blood Person A Glucose mg /dL of Blood Person B

0.5 170 180

1 155 195

1.5 140 230

2 135 245

2.5 140 235

3 135 225

4 130 200

7. For this data:

A. What is the dependent variable and why?

B. What is the independent variable and why?

C. Which, if any, of the above individuals (A or B) has diabetes?

D. What data do you have to support your hypothesis?

Page | 64

Scientific Concepts Unit Concept Map(Instructions on page 21)

Page | 65

Scientific Concepts Unit Concept Cards

Page | 66

Scientific Concepts Unit Back Page

The California State Standards I have come to use and understand are:(Please check all that you do feel you used and understood in this unit)

Selecting and using appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data.

Identifying and communicating sources of unavoidable experimental error.

Identifying possible reasons for inconsistent results, such as sources of error or uncontrolled conditions.

Formulating explanations by using logic and evidence.

Distinguishing between hypothesis and theory as scientific terms.

Recognizing the issues of statistical variability and the need for controlled tests.

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