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This lesson focuses on white board practice to prepare for the Unit 1 test. Students will learn how to design an investigation using testable questions, distinguish between observation and inference, and write evidence-based scientific conclusions.
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Objectives: • Today we will… • White Board Practice to prepare for Unit 1 Test • So that we can… • Design an investigation using testable questions, IVs, DVs, CVs, and control groups (where appropriate). • Distinguish between observation and inference when collecting data. • Write evidence-based, scientific conclusions.
Bell Work: • Please take out your termite lab packet & conclusion. • Staple the conclusion to the FRONT and the rubric to the BACK FACING OUTWARD. • Turn in to basket by 3:30pm today!
Reminder! • Our first Unit Test will be tomorrow! • Come to class with only a pen/pencil • If you have any testing accommodations, please check in with me today in person or by email.
White Board Practice: I infer… Because I observe…
Observations & Inferences: Which of the following are inferences that could be made during the potato candle demonstration? (Choose ALL that apply.) • The candle is white • The candle is wax • The candle is melting • The bowl is clear • The bowl is made of glass
Observations & Inferences: Why is it important to distinguish between observations & inferences?
Testable Questions: Which of the following is the BEST testable question? How do you know? • Is it better to eat meat or to follow a vegetarian diet? • How many students at PRA are vegetarians? • Is it ethical (morally right) to eat animals? • Is it healthier to eat meat or to follow a vegetarian diet? • How does eating vegetarian diet affect a person’s cholesterol levels? • If a person eats 6 ounces of vegetables per day, will she lose weight?
Testable Questions: Madison and Tyler were arguing over whether or not students should be allowed to listen music during study hall. They decide that they want to design an experiment to better understand if listening to music while you study helps students learn. They decide on “Does music help students learn?” as their testable question.
Testable Questions: Why is it important to write strong testable questions?
Variables: Please list the IV, DV, and 3 CVs: Alex is studying bacteria. He wants to know what antibiotic kills the most bacteria. He has three different antibiotics. He puts the same amount of each on samples of bacteria. He then counts how many bacteria were killed in each sample.
Zoe jogs every morning. She notices that the sun also rises every morning. She collects the following data: She concludes that the sun rises because she jogs. Is this a reasonable conclusion? What would improve her experiment?
Control Groups: Zoe adds a control group to her investigation. How does this change her data? How does this change her conclusion?
Control Group vs Controlled Variables Amanda wants to see if watching Sesame Street helps young children learn their ABC’s. She takes a group of 20 four-year olds and has them watch 1 hour of Sesame Street each day. After 1 year, she tests them to see if they can say their ABC’s. CVs: Control Group:
Review: Patrick and Spongebob take Squidward fishing for jellyfish. Unfortunately, the three disagree about the best method for catching jellyfish – Patrick believes it is using nets, Spongebob believes it is using a fishing pole, and Squidward believes that it is using lobster traps.
Evidence & Conclusions: Ms. Levy wants to see how the color of ink used affects the amount of time it takes to do a maze. She performs the maze below 6 times, each with a different color pen. She gathers the following data: • What, if anything, can Ms. Levy conclude from her data? • What is problematic about her design?
Evidence & Conclusions: Observe the termite and count how many times he leaves each line. Gel Bic Papermate
Evidence & Conclusions: In his background research, Zach read that termites communicate via smell. He thinks that the Papermate and Bic inks must smell similar to the chemicals that the termites use for communication. Can he include this idea in his conclusions?
Scientific Method: What does a scientist do if their data does NOT support their hypothesis? What does a scientist do if their data DOES support their hypothesis?
Scientific Method: What must happen before the results & conclusions from an experiment will become accepted as valid by the scientific community?
Homework: Use your study guide & today’s white board practice problems to help you prepare for our Unit 1 Test TOMORROW! Today’s powerpoint & all other materials from Unit 1 are available on my teacher page through the PRA website!
