Scientists are curious. They ask many questions. They might observe something that makes them ask.a question. What makes a good science question? © It's simple and direct © It's testable ‘ It compares two things It takes the form: “What is the effect of on ” 2 ‘Make a prediction based on what is known. This is called a hypothesis. Tt is an educated guess. It takes the form: : then : “If Identify the variables, factors that can change in the investigation. ‘Independent variable - The variable changed by the experimenter. Dependent variable - The variable that changes as a result of the independent variable. What is being measured. Controlled variable(s) - All other factors that are kept the same so the experiment is fair. There needs to be at least two set-ups: CONTROL SET-UP- generally has the independent variable left out (used to compare to) EXPERIMENTAL SET-UP- same as the control but WITH the independent variable Make Obse: > To answer the question that forms the basis of a scientific investigation, you must make observations and gather information or evidence. > observations are usually recorded in a tableName: 2 types of Observations/Data: . : ; Qualitative Observations: = Information gathered through your senses. « Describes the qualities of objects and events (may include diagrams) = Cannot be measured Ex. Colour, odour, taste, luster Le “The rose is red and has a sweet smell” ive Observations: > Are based on measurements or counting since they deal with quantities of things. Ex, Length, time, temperature, number of items “The rose's stem is 14 cm long with 5 leaves" 5 ~make graphs to show relationships between variables -Bar Graph -Line Graph (connect dots) ~Scatter Plot -use line of best fit -Circle Graphs 6 -does the data support or reject your hypothesis % -share the results with othersScientific Method (use text pages 463 —466) List the ‘main steps in the scientific method ( also called the scientific inquiry process) in (F the flow chart below: (C Cd) (Cd) =Formulating Hypotheses Science advances by formulating and testing hypotheses. A hypothesis is really a temporary explanation, a kind of educated guess about what will happen under cerlain conditions. For example, you might hypothesize that “if green plants need light to grow, then only plants kept in light will display growth.” When a scientist designs an experiment, he or she makes an “if” statement. By thinking about what kinds of observations could be made to support or disprove it, the scientist can make a'then" statement. This statement predicts what will happen if the *if * statement is true. To help you learn how to form hypotheses, arrange the following examples in “if...then” format. 4. Ascientist thinks that living things give off carbon dioxide gas as they break down food. He or she predicts that carbon dioxide can be detected as an organism digests its food. Some students were investigating what made their classmates get colds. One student believed that those who took vitamin C every day got fewer colds than the rest of the students. ry 3. Another student was interested in raising tropical fish. She believed that fish that were given Brand X food would produce more offspring than those fed Brand Y. 4, Isthe speed at which an aspirin will dissolve in water affected by the temperature of the water? 5. Does the amount of rainfall per year affect the size of the growth rings of a Douglas Fir tree?5203524140 suyfoy 241 “sojpueo (ouLU Wy apsino 49] 5] 3014340 °=yR0H 21 oj spno.a9u6o apis yay Apu 4u0.04) 494409200 S90 Poompas MOA, “E 2 no n -pasmevou 20 omy 9 sayy “sam aund snares wold iso} y “S¥OUNOS uaayyp 0 samara syd yong "bom 4s yum umd sano 49 saqunu 241 “syou ons op asnoyine tase “(ao ouyuoa) 99 pun "aygouon : uapndap) Aa (ygeL2s wopendep, 2p sound Bae} a4 0 e -saaEILOM F3}9DHOA GuLAJ UDP ‘hen pape NEM 8, pay pOUaW 2YMNAPS ‘un onus voom Baap sop» seu no p>} 8104 PN MOP 9 DIN Pa} “pond sy pues y op © 200 poo} Jo neue ALO 93 p51 Uy I Jo mUBL BND °C 0 7) i)a Conclusion of a Lab Report ‘A. What you should have in your conclusion-~ “The discussion/conclusion is an essential part of your lab report. It has to summarize what you studied, explain how you did the experiment and show what you learned: The discussion will reflect the quality and depth of your learning. A good discussion will be a minimum of % of a page. It is NECESSARY to include the following: 4. Arecap of your problem 2. Arecap of your hypothesis 3. Analyze and discuss in detail the results of you results and your measurements, explain if your hypothesis is incorrect, explain why. 4, Discuss what you learned due to your experiment Discuss the possible errors that you could have made during the experiment 6. Discuss how you could continue/improve your research to better understand the problem you studied (ex. Use a different independent variable to go further with the problem) ir experiment, and make reference to your hypothesis is correct or incorrect. If your B. Conclusion Example ‘The goal of this lab was to study the fa colouring that covers Skittles candy. We noticed that the temperature are placed in can really influence this phenomenon. .ctors that can influence the speed of diffusion of the food of the water the Skittles Our hypothesis was the following: If the temperature of the water is raised then the speed of diffusion of the food colouring on the Skittles will increase. The hypothesis is based on the tic Molecular Theory that states that when the temperature of a liquid is increased, the energy of the molecules increases. If the molecules possess more kinetic energy then this will contribute to a faster spread of the food colouring molecules. It can be seen that ‘After analyzing our results, it can be concluded that the hypothesis is entirely correct. The diffusion of the food colouring increased as the temperature of the water increased. The speed of diffusion was the highest at a temperature of The results of our experiment were the following: ‘Some things learned from the experiment: . . The experiment could have had some errors due to approximation. It waas sometimes difficult to It could also have errors due to reading Finally, to deepen our studies and to increase our understanding of the process of diffusion, we could now study if the presence of ions in solution could also have an effesct on this phenomenon.Mrs. Noid ‘Science Practice with Writing Conclusions ‘Acconclusion should have 2 parts to it, a general summation and specific comment that uses your data. Here are some examples for you to try: A. Purpose: To see if the number of years of driving experience affects the chances of having a car accident. Data: of yrsriving —«# accidents/yr/person 1 4 2 2 3 1 4 0 Conclusion: (General) (Specific) For example... B. Purpose: To see if there is a relationship between friction and temperature. (Note... In this lab we rubbed balloons on our heads then measured the temperature of the balloons. We varied the amount of time we rubbed) C. Data: Time of rubbing (seconds) Temperature (C) 10 22 20 24 30 25 40 26 Conclusion: (General) (Specific)Scientific Method Practice Name: Read the following paragraph and indentify the parts of the scientific method: wanted to test a new drug developed to lessen the effects of ‘the common cold, To test this drug, scientists tested fifty volunteers, each of whom was the effects of a cold, Twenty-five of the people were given the drug, while the a sugar pill. None of the participants knew who 1 at 8:00 a.m. daily for the first three days of the study. All participants lived in the same environment, with the same climate, eating the came diet, and having the samne level of activity. The severity of the cold, hence the effectiveness of the pill, was determined by the number of tissues each person used within a twenty-four hour period, At the end of a seven-day period it was concluded that ~ those with the sugar pill had their symptoms disappear as well as those who had taken the new wonder drug, The executive committee decided to produce the drug anyway thinking that the public would do anything to relieve the symptoms of a cold. ‘A pharmaceutical company suffering other twenty five were given a placebo, which pil. All participants received a pil i eepie she Prablens( oer canteen 2 viypathesls! eee 3.Independent Variable; = A. dependent Verloble:_——— 5, Control: 6, Data: 7. Conclusion:Scientific Method : Name Controls and Variables - Part 1 SpongeBob and his Bikini Bottom pals have been. busy doitig @ little research. Read the _ description for each experiment and answer thie quiestions.” 1 - Patty Power Mr. Krabbs wants to make Bikini Bottoms a nicer place to live. He has created a new sauce that he thinks will reduce the production of body gas associated with eating crabby patties from the Krusty Krab. He recruits 100 customers with a history of gas problems. He has 50 of them (Group A) eat crabby patties with the new sauce. The other 50 (Group B) eat crabby patties with sauce that looks just like new sauce but is really just mixture of mayonnaise and food coloring. Both groups were told that they were getting the sauce that would reduce gas production. Two hours after eating the crabby patties, 30 customers in group A reported having fewer gas problems and 8 customers in group B reported having fewer gas problems. Which people are in the control group? ‘What is the independent variable? What is the dependent variable? ‘What should Mr. Krabs* conclusion be? Why do you think 8 people in group B reported feeling better? 2~ Slimotosis Sponge Bob notices that his pal Gary is suffering from slimotosis, which occurs when the shell develops a nasty slime and gives off a horrible odor. His friend Patrick tells him that rubbing seaweed ‘on the shell is the perfect cure, while Sandy says that drinking Dr. Kelp will be a better cure. Sponge Bob decides to test this cure by rubbing Gary with seaweed for I week and having him drink Dr. Kelp. ‘After a week of treatment, the slime is gone and Gary's shell smells better. ‘What was the initial observation? ‘What is the independent variable? What is the dependent variable? ‘What should Sponge Bob’s conclusion be?A dogged investigation “The tale ofthe other dog Pierre Joachim Chin loved to tinker, trying 1 improve things, even paper clips and mousetraps. On his birthday his wife gave him a puppy, so be set out to make a better og food. Prey soon he came up with amixture of special vitamins he was proud of, and he began feeding it to his puppy. ‘Afier a year Pierre was very pleased with the way the puppy had grown, and e showed his friends pictures of the dog. “That's nothing,” one frend said, “What did the dog look like before you started giving it the special food?” ‘So Pierre produced pictures ofthe dog when it was a tiny puppy. By comparing the pictures, you could see thatthe puppy had indeed grown. “That's stil nothing,” the friend countered. “All pup- pies grow. ‘Undaunted, Pierre set out to raise another puppy on bis special fo0d. Forunately ithappened that his son bad brought home a collie puppy just days before. Pierre ‘went to the pound and brought home a second dog, a small mutt. Thus began his second experiment, “To prove that this dog food was better than standard ‘dog food, Pierre added his special vitamin mixture to some commercial dog food and labeled it A. Then be labeled a second kind of dog food B and did not add bis special mixture. His son's collie received food A and the ‘mutt received food B. ‘After a year ofthis, he brought the dogs to the com= pany picnic and proudly displayed them both. The collie bad grown nearly twice the size ofthe mutt “You think you made some pretty good dog food, bub?” said Pierre's rival at work, Johnny Walters. “You can’t say nothin" about how good your special food is. Collies always grow more than litte mutts.” Eileen Pharr was skeptical oo, “You never fed them the same stuff, Pierre. You have to feed them both the same stuff to prove anything.” Pierre realized be had made two mistakes this time. ‘And be vowed thatthe third time is conclusions would be so compelling that no one could doubt them. ‘So Pierre went back to work. He invested some of his savings in twin male beagles identical puppies from the same liter. He restricted the puppies to standard dry dog meal. and Jet them drink only he water from his garden hose. He called the Dog A and Dog B. Dog A got Pierre's special vitamin mixture with its dog meal, ‘and Dog B did not. “That year's picnic was quite a success. Pierre brought this dogs and a scale. From the dogs’ identical collars ‘bung brass letters of identical mass saying “Dog A” and “Dog B.” He even had brought the two bags of dog food, The Science Teacher(January 1987 by James P, Louviere ~~ =~ ¢ identical except for the addition of his vitamins to bag A. “Hey, you bave quite a things going here,” admited Johnny Walters, smiling and peting Dog A. : “Dog A sure did grow,” said Eileen, “But poor little Dog B; if you don't want it Ill take it home, ‘Dog A weighed a full 2 kilograms more than its brother, Dog B, after only 1 year, and there wasn'ta bit of extra fat beneath its glossy coat. Dog B was as delightful and sweet as Dog A and its coat was as shiny, but it was not a bit heavier than the average beagle. Pierre had learned from his experiences, and this last time he had videotaped his beagles from the day be bought them. When his boss, Mr. Fitzgeral, called him in to congratulate him on his successful dog food work, Pierre popped a cassette into the office video system and. Fitzgerald loved it. Within 2 hours, Pierre and Mr. Fitz- ‘gerald were in the company limo on their way to make a presentation toa leading dog food company. Within 2 ‘month, Piere had business cards identifying him as Pieme J. Chin, Esq., Experimental Dietician, and a six- figure contract with the dog food company to market bis special vitamin mix worldwide,A Dogged Investigation srs pote Name: What was wrong with Pierre's first dog food experiment? ‘What two mistakes did he make in his second experiment? What is a variable? What is a control, and why is it important in a scientific experiment? Which was the “control” dog and which was the experimental dog in Pierre's third attempt? Why is it important to keep all the variables the same except for one? Could you copy and do Pierre’s experiment? Why is it important to be able to repeat experiments in Science? ‘What other kinds of experiments could you do to test Pierre’s conclusion about the effect of his. {| dog vitamins?—— :souejsiq aBeseny jejeuued) OF s (w) 381 | wa | (w) 3sia | Ha ‘BOUE}SIC SBEIAY [OUOD (eyep Jo uogoajJ09) :SUOHEAIBSGQ: (oe ‘gb - s9ps0 ut uowiniedxe siuq 10} sos sn0k } reanpes0dd sens anew ° sup] zoqpo ‘sdijo soded ‘iaded ecg ene2eq ede] ysioos @ (epew nok soBuevo aunjo asne2oq veddety 01 edx@ nok Op UA) SIOSSI§ © vau areiduioy ouejdsry T° ued ou 1 8 01 u}06 nok ave so6uEUO BUM) spevayew ji rsisayjodAy (eonos 0 Bun nok axe worgaid eum) [ ruoyseno pour! dyIUA!DS ay L roweNThe Scientific Method: Inquiry Lab Paper Airplane CATEGORY | Extending Proficient Developing Emerging Question ‘Question was clear ‘Question was clear but | Question was ‘and could be easily | was questionable unclear and it was investigated whether it could be questionable , Investigated whether or not it ‘could be Investigated Hypothesis had a | Hypothesis had a The i.then..format | The If..then...format clear independent | clear independent _| was used for the ‘was not used for the Variable and ft | variable and ft well | hypothesis, but the hy and the well into the into the If.then. independent variable | independent vari Hathen..because | format. . was unclear. was unclear. format: Procedure The steps of the The steps of the The steps of the procedure for this procedure for this procedure for this experiment were easy | experiment were ‘experiment were to follow and could be | unclear or missing. very unclear and sly eplicated by | Another group would | missing. Another another group. have trouble replicating | group could not ‘the experiment replicate the ‘experiment. * Observations “The data collected | The data collected was | The data collected ‘was clear, displayed in | clear, displayed in ‘was not clear or metres, and all 10 | metres, but fewer than _| displayed in metres. attempts were 10 attempts recorded | Fewer than 10 recorded. attempts were recorded. Conclusion _ | The student ‘The student provided | The student provided @ | The student provideda clear |a somewhat detailed | conclusion with litle _| provided no ‘and detailed conclusion based on _| references to the ‘conclusion or many Conclusion based | the responses from | responses from the responses from the ‘onthe responses | the conclusion ‘conclusion worksheet. | conclusion from the ‘worksheet ‘worksheet were conclusion overlooked. worksheet.eueidiy sedeg doo7 z2 Loop Paper Airplane37. Pourquoi l'auteur dit-il « Ca fait plus rire personne / Quand les enfants sont grands » (refrain)? A. Parce qu’on ne va plus au cirque B. Parce qu'on ne montre plus ses sentiments C. Parce qu'on n’a plus le temps de s"amuser D. Parce qu’on ne voit plus les choses de la méme fagon 38. Qu’est-ce que le phoque reproche & sa blonde (refrain)? A. Diavoir perdu lenvie de rire B. De avoir quitté pour le cirque C. De se préoccuper seulement des enfants D. De rester trop longtemps aux Etats-Unis 39. Laquelle des lignes suivantes contient une allitération? « Sa blonde est parte » (ligne 4) « Pour aller faire tourner » (ligne 13) « Ca dure jamais longtemps » (ligne 16) « Quand les enfants sont grands » (ligne 18) pop ‘Tuas le cahier d’examen A. Assure-toi d’avoir noirci le cercle qui correspond a la lettre A dans l'espace prévu en haut du n° 1 sur ta feuille de réponses, comme ci-dessous : ABCDEFGH Exam Booklet Form/ Catierdexamen @OOOOOOO Frangais langue seconde — immersion 12 ~ Examen type 2011-2012 Page 19Independent Investigation Guidelines Step 1: Create a Question => What do you want to find out? 5 Does your question relate to the topic? = Can you develop an experiment to answer your question? > Does your question make sense? Is it confusing? Step 2: Hypothesis => What do you think will happen? &> BE SPECIFIC! = Use complete sentences. Step 3: Procedure => What steps will you follow to find an answer? ¥ BE SPECIFIC! Label your steps using 1, 2, 3, etc. ¥ Would someone else be able to follow your directions? © How will you collect your data? => How will you ensure reliable results? => What safety issues need to be addressed? Step 4: Experiment & Data = Be sure to display your data in an organized manner. Use a table or chart to help you show your results. Don't forget to label! &> Include enough data to prove or disprove your hypothesis. Step 5: Analysis/Conclusion = What happened during your experiment? > Did your results support your hypothesis? => Write a summary of what you learned during your experiment and address your results. > Explain any unexpected results. > Are your results reliable? > Did you use complete sentences?Xer I Name: The Scientific Method Conclusion Before writing your conclusion, provide responses for the following: 1. Arestatement of your problem/question 2. Arestatement of your hypothesis 3. Analyze and discuss in detail the results of your experiment, make references to your data (results and measurements), and explain how your hypothesis is either correct or incorrect. If your hypothesis is incorrect, explain why. 4, Discuss what you learned from your experiment. 5, Discuss the possible errors that you could have made during the experiment. 6. Discuss how you could continue/improve your research to better understand the question you studied (e.g. could you use a different independent variable to go further with the problem?). After responding to these items, write a concluding paragraph that uses all of your responses to the above. Please use the back of this sheet to write your conclusion.Independent Investigation Name Question Hypothesis What do you want to find out? l] What do you think will happen? Procedure Design your experiment! Write the steps for your experiment in the space below. Safety Rules What safety rules do you need to follow during your experiment?Data Create a table, chart, or graph to record your data. Conclusion/Analysis What did you find out? Did your results support your hypothesis? Are your results reliable?suojenjouo9, eo) Poynyoa so pojuoddne aqueg uoeen’d Bo} vomeun 2ouepire uo eveq ebupuy S480qunuwioD ‘eouss0 jul 9 sejqee A, dew ydaou0) pour yu: Cc alos ayy auiddey|r ' 1 1 ! 1 sisey4odhy roy 1 ' t Mo eee 1 I 1 1 1 1 1 ' aa PSE IS rest lS 41 Buoy moy I tae I! 1 I ut {2 to0foud encanne ' Meee Tet 1 eee I Wee Le 1 tm pus Joded 8 040umT tee ot 1 ! r - ore etlol r--to5 ! 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Hypothesis: independently lindependently [Needed a small amount || [Development Developed an hypothesis developed an hypothesislof teacher guidance to lusing independent and using independent. jependent variables and |dependent variables ‘and [develop hypothesis ifthen, Materials 7 JA materials are | Wost materials fated. [Some materials | aterals were not : aearty listed. and — Missing 1 item. and/eqlisted.Some materials |listed.and /0 7 Fraceduie ee Hom Sepsis Aral Uy cvetane very Clcacty explaind | Clary explains] frowdwre undleod iclgae or at Some Steps. UGH 15, Data Collection [Data was collected ~ |Data was collected [Data was collected |[Data was collected several times. it was |more than one time. |more than one time. jonly once and table is [summarized in a clear |It was summarized in [Table is missing some |}not included. jtable that is labelled. 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