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BODY OF KNOWLEDGE

BODY OF KNOWLEDGE. TOP. 5. BODY OF KNOWLEDGE . TOP. 5. PERIOD 1

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BODY OF KNOWLEDGE

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  1. BODY OF KNOWLEDGE TOP 5

  2. BODY OF KNOWLEDGE TOP 5 PERIOD 1 “This week, I learned that scientists gather new information through trial and error. We students had to revise or rethink our hypothesis on the soda can experiment because the data that was collected did not match our hypothesis. And because of trial and error, we’ve had to think of new possibilities that caused what happened to happen.”

  3. BODY OF KNOWLEDGE TOP 5 PERIOD 2 “One thing I added to my body of knowledge was that evidence may be inconclusive--failing to support any particular explanation over another. Another thing was added to my body of knowledge was that IgnezSemmelweis was the man who tested ideas about childbed fever.”

  4. BODY OF KNOWLEDGE TOP 5 PERIOD 3 “I learned that sugar by itself in a little container won’t sink but sugar solution will.

  5. BODY OF KNOWLEDGE TOP 5 PERIOD 4 “Something added to my body of knowledge was the more sugar in something the more dense it gets.”

  6. BODY OF KNOWLEDGE TOP 5 PERIOD 5 “Something that was added to my body of knowledge is that when we had the bottle of sugar solution it got yellower from the sugar.”

  7. BODY OF KNOWLEDGE Ms. Hausen “My substitute added to my BOK by recording the classroom behaviors she observed while I was away. The facts I learned did not support my hypothesis -If exemplary behavior in the 8th grade is related to freedom, then all 8th grade students who are given the freedom to sit where they choose will practice exemplary behavior. The facts added to my BOK caused me to rethink the idea of freedom in my science classroom. As a result, only those students who practice exemplary classroom behavior will have the freedom to choose where they sit. This idea is further supported by Newton’s 3rd Law which states Every Action has an Equal and Opposite Reaction. ”

  8. Fishbone Diagram POSSIBLE CAUSES CAUSE CAUSE Freedom Maturity Big 3 Powerpoint Exemplary Classroom Behavior EFFECT Respect Family Values Engaged in Learning REJECT? HYPOTHESIS If exemplary classroom behavior in the 8th grade is related to freedom, then students who are given the freedom to sit where they choose will practice exemplary behavior.

  9. Fishbone Diagram POSSIBLE CAUSES CAUSE CAUSE Amount of sugar Air bubbles Red Paint • 39 gram s of soda in coke; 0 grams in diet • Sugar is matter so it has mass and volume • Sugar molecules are big • A film canister filled with sugar floats! • Air makes things float in water • Air bubbles in coke are actually CO2 • Air is matter so it has mass and volume. • More red paint on regular coke • Paint is matter so it has mass and volume Diet coke floats; regular coke sinks • Soda cans are shiny and lightweight • Made of aluminum • Density of aluminum= 2.7g/ml • Regular coke has 140 calories; Diet coke has 0 calories • A calorie is a unit of heat energy • Caffeine keeps me awake • 32mg in a 330ml can of Coca‑Cola and 42mg in a 330ml can of Diet Coke EFFECT Type of metal Number of calories Amount of caffeine REJECT? HYPOTHESIS: If the amount of sugar relates to a container that sinks, then a container with more sugar will sink.

  10. Dissolving Sugar in Water Hot water molecules move faster and farther apart. This leaves more room for large sugar molecules.

  11. Test Feedback Evidence may help rule out some hypotheses. Evidence may lend support to more than one hypothesis. Evidence may be so surprising that a wholly new hypothesis or new research question is inspired. Evidence may lead to the revision of a hypothesis. Evidence may be inconclusive, failing to support any particular explanation over another. Evidence may reveal a faulty assumption, causing the scientist to revise his or her assumptions and possibly redesign the test.

  12. Soda Can Investigation (Revised) Materials: 4-Film canisters Sugar Solutions (0%-water, 10%, 25%, 50%) Large Cup of Water Procedure • Place a sealed canister filled with water in a large cup of water. Observe whether or not the canister floats. Record your observations in the data table. • Place a sealed canister filled with a 10% sugar solution in the large cup of water. Observe whether or not the canister floats. Observe and record the results. • Repeat the procedure using the 25% and 50% sugar solutions. • Return supplies to a designated location and clean your work area.

  13. Identify Variables • Controlled Variables: • (What factors are you going to keep the same in order to obtain reliable results) • *List a minimum of 4 factors. • The conditions that will be kept the same so that they will not influence my data are the size of containers, the amount of sugar solution in the containers, the temperature, the type of water that the containers are placed into. • Independent Variable: (What one factor will you change during the experiment?) • The variable that I will change is the amount of sugar in the solution. • Dependent Variable: (What is expected to change as a result of changing the independent variable?) • The variable that I expect to change as a result of factor I change is the buoyancy . • Control: (How will you compare your experimental ideas to what is the norm?) • The control of this experiment is the: the 0% sugar solution (water) • Measured Data: (What are you going to measure or keep track of during the experiment?) • The data that will be measured to answer the experiment’s problem is: # of canisters that float or sink

  14. Recording Observations Observations: (What happened? Summarize your most relevant qualitative/quantitative observations.) My qualitative (see, hear, taste, smell, touch) observations include…. • More sugar in solution produces a yellowish color • Smells sweet • sticky My quantitative (numbers) observations include…. • Film canister about 3 inches high • 40 ml of solution in the canister • 250 ml of water in the large cup The following experimental errors occurred and may have influenced my results… sugar solution contaminated the cups of water that the containers were placed into. Might have influenced the water’s density.

  15. Data Analysis Analysis of Data: (Describe the patterns/trends that are illustrated in your chart, table of graph) The canisters that contained less than 50% sugar float. The canisters that contain 50% sugar sink. The more sugar in a solution, the denser the solution. Since the density of water is 1 g/ml, the density of the 50% sugar solution must be greater than one because Margin of Error: (Based on repeated trials, how accurate are your results?) After 7 repeated trials, our class obtained the same results. The margin of error is 0.

  16. Fishbone Diagram POSSIBLE CAUSES CAUSE CAUSE Amount of sugar Air bubbles Red Paint • 39 gram s of soda in coke; 0 grams in diet • Sugar is matter so it has mass and volume • Sugar molecules are big • A film canister filled with sugar sinks • Sugar dissolves in water • A solution with a high percentage of sugar sinks! • The density of water = 1g/ml • The density of a 50% sugar solution = 1.21 g/ml • Air makes things float in water • Air bubbles in coke are actually CO2 • Air is matter so it has mass and volume. • More red paint on regular coke • Paint is matter so it has mass and volume Diet coke floats; regular coke sinks • Regular coke has 140 calories; Diet coke has 0 calories • A calorie is a unit of heat energy • Caffeine keeps me awake • 32mg in a 330ml can of Coca‑Cola and 42mg in a 330ml can of Diet Coke EFFECT Type of metal Number of calories Amount of caffeine HYPOTHESIS: If the amount of sugar in a solution relates to a container that sinks, then a container with more sugar in a solution will sink.

  17. Drawing Conclusions Conclusion: (Explain your observations. Does your data support your hypothesis? How can this experiment be improved ? Do you have a newhypothesis to test?) • I had predicted that…If the amount of sugar in a solution relates to • a container that sinks, then a container with more sugar in a solution • will sink. I accept/reject (circle one) my hypothesis because according to my datacanisters filled with less than 50% sugar solution floated while the canister with a 50% sugar solution sank. Objects that have a density greater than the density of water (1 g/ml) sink. The 50% sugar solution has a density of 1.21 g/ml. I could improve my experiment by… testing sugar solutions that range between 25% and 50% so that I can pinpoint the precise amount of sugar required in a solution to make a film canister sink. This experiment leads to me to a new question…. ???

  18. Sum it Up- Complete the Concept Map WORD BANK why what laws observation theory experimentation Body of Knowledge a testable explanation called a FACTS HYPOTHESIS contains that explains ________ things happen in nature. When the explanation is repeatedly confirmed by that describe ________happens in nature and and include special facts called Leads to it becomes a valid explanation or model of some aspect of nature called a which appear to always hold true in nature under certain conditions

  19. Sum it Up- Complete the Concept Map WORD BANK why what laws observation theory experimentation Body of Knowledge a testable explanation called a FACTS HYPOTHESIS contains that explains WHYthings happen in nature. When the explanation is repeatedly confirmed by that describe WHAT happens in nature • observationand experimentation and include special facts called LAWS Leads to it becomes a valid explanation or model of some aspect of nature called a THEORY which appear to always hold true in nature under certain conditions

  20. Scientific Explanations Science is at least in part an attempt to explain how the world works. As students of science it is important to learn how to write scientific explanations. Simple scientific explanations are the first step in building theories that model how the real world works. Scientists collect information about the world and using what they know they try to explain how things work. Or, if they can, why they work the way they do. Using what you learn in science class you can learn to write correct scientific explanations.

  21. Claim, Evidence and Reasoning Given a situation to explain, you use a three-step process to write a good explanation. • Make a claim about the situation that you think is true. • Provide one or more pieces of evidence that can be used to support your claim. • Show the reasoning that connects your claim with the evidence. In other words, you clarify the connection between your claim and the evidence.

  22. Making a Claim • A claim is a statement of your understanding or belief about a phenomenon or a set of data. A claim can either be a logical conclusion or an educated guess called a hypothesis. • When you make a claim you are trying to describe some facts about the world. This can be done by creating a model of how something works. Your claim may also be part of a larger theory. • A claim must be a complete sentence (and may be more than one sentence).

  23. Provide Evidence • Evidence can be drawn from work you did in the lab, from observations you made, from the research of others, background information, or prior knowledge. • Explanations that use more than one piece of evidence are better than those that only use one. • Evidence should be clearly related to the claim being made. • Listing the data is not enough. Converting a chart or table into narrative form is not enough to provide evidence. You must interpret data and make it clear how numerical data or other information relate to the claim.

  24. Provide Reasoning • Good reasoning shows how a scientific principle connects your evidence to your claim. • Restate your claim(s) and clearly connect the observations, data and interpretations of both to the claim. • Reasoning is the bridge between your claim and the evidence for it. Reasoning that draws on scientific principles makes the relationship between a claim and its evidence clear.

  25. Scientific Explanation Scaffold Question: Why Does Diet Coke Float and Regular Coke Sink?

  26. Make a Claim Answer the question. I claim…………. That the amount of sugar dissolved in the soda is what makes the coke sink.

  27. Summarize your evidence: Begin with the best piece of evidence you collected. because………… When I tested 4 film canisters containing different sugar solutions, the canister that contained the highest percentage of sugar (50%) was the only one that sunk.

  28. Explain your reasoning and justify your claim Connect your claim to the evidence collect. Identify any scientific laws/principles or facts from your body of knowledge that support your claim. The evidence supports my claim because..…… (This makes sense because..) I know that water has a density of 1 g/mLand the density of the 50% sugar solution is 1.21 g/mL which means that the sugar solution is more dense than the water. My claim is justified by the fact that ….. Density relates to things that sink or float. As well as…. • facts I learned from a great scholar, Archimedes. According to Archimedes Principle and the Law of Buoyancy, If the object is less dense than water it displaces a weight of water equal to the weight of the object and floats. If the object sinks in water, it simply displaces a volume of water equal to the volume of the object.

  29. FORMALSCIENTIFIC EXPLANATION • I claim that the amount of sugar dissolved in the soda is what makes the coke sink because when I tested 4 film canisters containing different sugar solutions, the canister that contained the highest percentage of sugar (50%) was the only one that sunk. This makes sense because I know that water has a density of 1 g/mL and the density of the 50% sugar solution is 1.21 g/mL which means that the sugar solution is more dense than the water. My claim is justified by the fact that density relates to things that sink or float as well as facts I learned from a great scholar, Archimedes. According to Archimedes Principle and the Law of Buoyancy, If the object is less dense than water it displaces a weight of water equal to the weight of the object and floats. If the object sinks in water, it simply displaces a volume of water equal to the volume of the object.

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