westerly middle school science 2010-2011 the process of scientific inquiry

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WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

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Page 1: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

WESTERLY MIDDLE SCHOOL SCIENCE2010-2011

The Process of Scientific Inquiry

Page 2: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

Review…

Page 3: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

Writing Experimental Research Questions

Compare experimental sample vs control sampleMust include independent and dependent

variables and a subject: The independent variable is the variable that the researcher

selects or changes to determine if it produces changes in the dependent variable

**A researcher looks for evidence that changes in the independent variable are correlated with changes in the dependent variable

Must also include conditions – the parameters (structure/limits) under which the study is conducted and may include any of a variety of key factors such as temperature, light intensity, and pH…

Page 4: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

Independent VariableIndependent Variable

Dependent VariableDependent Variable

Page 5: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

Writing Experimental Research Questions - Formula

“What is the effect of (independent variable) on (dependent variable) in (subject) at (conditions)?”

“What is the relationship of (independent variable) to (dependent variable) in (subject) at (conditions)?”

Independent Variable What you decide to vary in your experiment

Dependent Variable What changes as a result of the independent variable changing

Conditions (Control Variables) What stays the same for all trials – environmental/location/time/ etc.

Subject The subject you are looking at / observing

Plant HeightTemperaturePlant TypeBean PlantSunlightFertilizer

Plant HeightTemperaturePlant TypeBean PlantSunlightFertilizer

Mazda MiataWeather 405 NorthTire treadTime to go 0 to 60 mph

Mazda MiataWeather 405 NorthTire treadTime to go 0 to 60 mph

Page 6: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry
Page 7: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

Prediction and Hypothesis (sh) “A hypothesis should be considered as a statement based on an analysis of data or

events that have occurred in the past.” “…a prediction is actually a conditional statement made by the students focusing

on what they think will happen as a result of conducting an investigation or describing what they think would be a reasonable answer to their focus question.”

“A hypothesis should be considered as a statement based on an analysis of data or events that have occurred in the past.”

“…a prediction is actually a conditional statement made by the students focusing on what they think will happen as a result of conducting an investigation or describing what they think would be a reasonable answer to their focus question.”

How to start writing predictions:Can draw a diagram, picture, or illustration of what you think will happenI think (or predict) _____ will happen because _____.If _____ then _____, because _____

Good predictions should:Propose a possible answer to the focus question;Be written as a conditional statement; andProvide an explanation or reason based on prior knowledge

How to start writing predictions:Can draw a diagram, picture, or illustration of what you think will happenI think (or predict) _____ will happen because _____.If _____ then _____, because _____

Good predictions should:Propose a possible answer to the focus question;Be written as a conditional statement; andProvide an explanation or reason based on prior knowledge

"…not only state what [you] think will happen, but also write a reason or explanation for what will happen based upon prior knowledge.”

conditional statements

Hyopthesis: General e.g. All swans are white

Expt prediction: What will happen in one given case, e.g. the next swan I see will be white.

Hypothesis: [General e.g.] All swans are whitePrediction: [What will happen in one given case, e.g.] the next swan I see will be white because…

Page 8: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

Prediction and Hypothesis (sh)

Focus Question: “What is on the bottom of the cube?” After making observations and gathering data, did

you make a prediction or form a hypothesis? Recall: Good predictions should:

Propose a possible answer to the focus question; Be written as a conditional statement; and Provide an explanation or reason that both activates prior

knowledge and gives the science teacher insight into current student misconceptions

I think _____ because ________.

Page 9: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

Developing a Plan

Stage 1: The General Plan Identify the variables in the system being studied and

determine what will be changed (the independent variable) what will stay the same (the control variables), and the outcome to observe or measure (the dependent

variable) “fair test – when only one thing (variable) is changed

for the investigation.”Stage 2: The Operational Plan

The sequence of procedures, events, or steps that will be taken by the student during the investigation.

Can include the materials used for the investigation

Page 10: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

Developing a Plan

The General Plan: List the variables you are examining:

________________ _______________

________________ _______________

Page 11: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

Developing a Plan

Data Organization: ask yourself:

How will you collect your data? What will you use to collect and record your data? What will your data collection device look like?

Page 12: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry
Page 13: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

Criteria for Data Collection(student handout)

Tables must be clear and easy to readMust have a title that describes the data in the tableColumns and rows should be clearly headedWhen appropriate the left column or top row should

contain the independent variable and the bottom row or right column should contain the dependent variable.

Units should be displayed in column/row headings only.

Missing values should be displayed as -, and zeros as O. There should be no blanks in a table conveying experimental results.

Numbers should be listed neatly below each other and should be to the same number of decimal places.

Page 14: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

Graphs are used to:(student handout)

Communicate information to other peopleIdentify trends in different variables

(interpretation)Identify how one factor affects another

(correlation)Help understand what the data represents

(analysis)

Page 15: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

Graphing Guidelines:(see handout)

Determine what type of graph to construct: line, bar?Always give your graph a title.The x-axis of a graph is always your independent

variable and the y-axis is the dependent variable.Use a ruler to draw your axes.Always label the x and y-axes and units and space them

evenly.Where the scale does not go to 0, use a broken axis.Equal intervals on the scale must represent equal

numerical values.Make a best-fit line or curve to follow your data for line

graphs graph.Make sure your data is graphed in an area as large as

possible, centered on the paper.Make your graph clear and neat.

Page 16: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

Line Graphs:(see handout)

Are good at showing specific values of data, meaning that given one variable, the other can easily be determined.

Show trends in data clearly, meaning that they visibly show how one variable is affected by the other as it increases or decreases.

Enable the viewer to make predictions about the results of data not yet recorded through either interpolation or extrapolation.

Lines are usually either straight or curved – close to all points = “best-fit”

Page 17: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

Bar Graphs:(see handout)

Are best used for comparing data quickly and easily, such as the density of different substances or the growth of plants in different pots.

Show how one variable is affected by another characteristic

Page 18: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

Example expectations for graphs:

The independent variable is plotted on the x-axis

The dependent variable is plotted on the y-axisDecide on an appropriate scale for each axisLabel each axis:

Put the specific and general independent variables on the x-axis

Put the dependent variable and the unit of measurement on the y-axis

Plot your data.Title your graph with a descriptive title (ex. A

comparison of…)

Page 19: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

“Interpreting Graphs” For each of graph, identify (1) the independent variable,  (2)

the dependent variable (3) give a simple interpretation of the data. (4) list things that must be held constant, (5) describe an

experiment that would produce such data and

Page 20: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

Demonstrate by walking:

Page 21: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

Matching Stories with Graphs: Select the graph that matches the

scenario

A commuter bus stops at a series of major intersections

Page 22: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

Matching Stories with Graphs: Select the graph that matches the

scenario

A swinging pendulum experiences substantial friction. Friction is a force in the opposite direction of motion –

acts to slow the motion

Page 23: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

Matching Stories with Graphs: Select the graph that matches the

scenario

A driver cautiously accelerates from a stop sign and enters a freeway

Page 24: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

Matching Stories with Graphs: Select the graph that matches the

scenario

A rocket engine fires continuously on a spacecraft in orbit around the Earth

Page 25: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

Creating Stories from Graphs

Distance versus time graphs for runners in a marathon.

Write a plausible story for each runner that can explain the corresponding graph

Page 26: WESTERLY MIDDLE SCHOOL SCIENCE 2010-2011 The Process of Scientific Inquiry

Creating Stories from Graphs

The water level in a small child’s swimming pool as a function of time on each of three days

Write a story to explain each.