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AQ-1. AQ-2, AQ-3, AQ-4, AQ-5

AQ-1. AQ-2, AQ-3, AQ-4, AQ-5. Lesson 1: Into the Field . White space. How completely can you describe a group of objects?. Challenge :. How would you describe a soft drink bottle?. Introduction: . Demonstration – describe objects completely .

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AQ-1. AQ-2, AQ-3, AQ-4, AQ-5

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  1. AQ-1. AQ-2, AQ-3, AQ-4, AQ-5 Lesson 1: Into the Field • Whitespace How completely can you describe a group of objects? Challenge: How would you describe a soft drink bottle? Introduction: Demonstration – describe objects completely Centimeters(cm), observation, opaque, transparent, translucent, metric system, milliliters(mL) Vocabulary: √ Materials: √ Procedure: Data: Student Sheet 1.1: Recording Observations Analysis:

  2. Describe objects as completely as possible Observation • Soft drink bottle Description Several colors green red Transparent Translucent Opaque Several sizes 2-liter 1-liter 8-ounce Materials plastic glass aluminum

  3. 4-2-1 Cooperative Learning Model • Four students share certain materials • Pairs of students work together to conduct an experiment or solve a problem • Each student is responsible for recording data and observations

  4. 4-2-1 Cooperative Learning Model • Pairs of students are expected to talk to each other to discuss discrepancies in data or observations. • The other pair in a group is the first source for solutions to minor problems • Students may correct misunderstandings or incorrectly understood procedures without teacher involvement. • Collaboration is essential to the development of new ideas and to a better understanding of scientific concepts and is not be considered “cheating.”

  5. Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 8 Step 7

  6. How did you first describe this object? What is a more complete description? Which are the most helpful observations in telling this apart from a similar one? The most unique and distinctive characteristic of the object The names of objects are shorthand for more complete descriptions For example “50-mL graduated cylinder” means that someone familiar with these words would recognize an object used to measure the amount of a liquid (up to 50 milliliters) and that the object would be marked with a scale (or graduated) for measurement.

  7. Analysis Question 1 Read your object descriptions again. Select one that you think could be more complete and rewrite it, giving a more complete description of the object. Possible Answer for a graduated cup: It is a translucent, plastic, colorless cup that can measure up to 30 mL in varying increments.

  8. Analysis Question 2 Modern scientists often work together in groups. What are the possible benefits of this? What was more complete and accurate, your individual or group list? Did individuals in your group make their own contribution. For example, did one person remember more objects, did one person provide a better description? Possible answer: People working together are often able to collect more complete and accurate information than individuals working on their own.

  9. Goals Scientists have for Scientific Language • To use defined words that do not require extensive description or explanation. For example, since most people know what the earth is, it is not always necessary to describe what the earth looks like. • To use precise words to describe or communicate some aspect of the natural world. For example, if a person encounters a landform, it is important to use the correct word to describe it scientifically. A mountain, a hill, and a butte have different meanings; words must be used correctly to convey their proper meaning. • To communicate an experimental procedure or results in a clear way so that they can be duplicated all over the world. Common scientific terminology allows scientists to collaborate and corroborate on findings. Analysis Question 5 introduces the units

  10. Analysis Question 3 When is it important for scientists to describe objects completely? Possible Answer Complete descriptions are important when others need to identify the object, so that experiments can be duplicated or so that a new phenomenon can be recognized around the world.

  11. Analysis Question 4 You are an explorer who has discovered a mountain, which is then named after you. You tell a friend how to get to your mountain. Should you tell your friend the name of the mountain, describe how it looks, or both? Explain. Possible Answer Describing how the mountain looks would help your friend find the mountain, particularly if he or she does not know the area. Over time, however, the name of the mountain will become more meaningful as people become familiar with it.

  12. Analysis Question 5 • Which units are familiar to you? b. Which of the units below were found on the objects you observed in this activity? • Centimeters (ruler) • Milliliters (graduated cylinder, graduated cup, and pipette) • Ounces (graduated cup)

  13. Units of Measurement a. Which Units are familiar to you? b. Which Units were found on the objects you observed in this activity centimeters (ruler) millimeters (graduated cylinder, cup and pipette) ounces (graduated cup) Common Common English Units Metric Units Lengthinches, feet, centimeters, yards, miles meters, kilometers Mass ounces, pounds grams, kilograms Volumecups, quarts, milliliters, liters gallons

  14. Analysis Question 5 c. Choose three of the units listed below and give an example of something commonly measured with each one. Possible examples include the following: • Inches, centimeters: paper size, pencil length • Feet: height of a person • Yards: football field length • Miles, kilometers, meters: distance to next town, race distance • Ounces, pounds: food items such as fruit, cheese, and grains • Grams: paperclips, candy bars • Cups: cooking recipes • Quarts, gallons, liters: bottled drinks

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