By Mrs Kerry Mohan Science Educator Paint Valley

By Mrs. Kerry Mohan Science Educator Paint Valley Local School District

Project Overview n n n The lesson goals are to learn the seven steps of the scientific method and be able to apply the steps in hypothetical experiments. Target Audience is any science student in grades 6 – 12. The interactive lesson format was chosen due to its innate opportunity to offer additional practice of a concept that is the foundation of science.

n n Introduction: The Scientific Method is a systematic way to determine the answer to a problem. It involves seven steps and is a method used by all scientists who perform experiments. Instructions: Read the material. Click on the blue icon to advance to the next slide. Answer the questions to advance through the lesson. Time Allotted: You will have 50 minutes to complete this lesson. Lesson Goal: You will learn the seven steps of the scientific method and be able to recognize the parts in hypothetical experiments so that they may be applied in your own scientific explorations.

Test Your Knowledge on the Scientific Method Click on the light bulb to answer the question. The scientific method is a process that is used to devise scientific theories and laws. TRUE FALSE

Sorry, that’s incorrect. Scientists can use the scientific method to make scientific theories and laws. Click on the lightning bolt to find out more about the steps of the scientific method.

Why the Scientific Method is Useful To You The scientific method is a systematic way to solve a problem or answer a question. It’s a method that can be applied in your daily lives, not just in science class. So try it!! Ready to learn more? Click on the globe!

General Steps of the Scientific Method 1. 2. 3. 4. 5. 6. 7. State the problem. (Purpose) Gather information on the problem. (Research) Form a hypothesis. Perform experiment(s) to test the hypothesis. Record analyze data. State a conclusion. Repeat and/or redesign.

State the Problem n This is the purpose of the investigation or question to be answered in the investigation. n State what problem you want to solve or what question you want to answer.

Gather Information (Research) n Use various resources to inform yourself about the parts of your investigation. This involves research!! n You must educate yourself about your investigation so that you can make an “educated guess” to test.

Develop a Hypothesis A hypothesis is an educated guess proposes an answer to your question or a solution to your problem. n The hypothesis is what you are testing in an investigation. n Let’s choose an example and work through the first three steps of the scientific method together. n

What’s the problem? Click on the hyperlink to check your answer. n How can we gather information about the problem? Click on the hyperlink once again to check your answer. n What are some possible hypotheses we could investigate? Click on the hyperlink one more time to see some possibilities. n

Perform the experiment n Design and perform an experiment that will test your hypothesis for accuracy. n To do this you must be able to identify your variables.

Variables Manipulated Variable n n n The “thing” that is being changed by the experimenter. There can only be ONE manipulated variable. Also called the independent variable. Responding Variable n n n The “thing” that reacts (responds) to what the experimenter changed (manipulated). This is the “thing” you are measuring. Also called the dependent variable.

One more type of variable. . . Controlled Variables These are the “things” that stay the same throughout the investigation or experiment. n In the setup of your experiment, you can only have one manipulated variable, this means all other variables must be controlled (kept the same). n

n Possible hypothesis: If owls hunt in the dark by vision, then they will strike more efficiently. n What’s the manipulated variable? n What are some controlled variables?

Record and Analyze Data n Data includes the measurements and/or observations you make about the responding variable. n But first, you must determine what type of data (called observations) you will collect.

Types of Observations Quantitative n n Observation that measures such things as size, weight, distance, volume, etc. This observation MUST use a number. Qualitative n Observation that describes using details such as size, color, shape. n This observation uses NO numbers.

Examples Quantitative n n Jane is five feet tall. There are 65 cars on the train. I wear a size 8 shoe. The gas tank holds 18 gallons. Qualitative n n Jane is taller than Jack. The walls are gray. Oranges are round. Jack is heavier than Jane.

Quantitative or Qualitative? n Which type of observation is most useful in a science investigation? n QUANTITATIVE!! Why?

n Your conclusions should consist of your best explanations for given observations. n Your conclusion should answer the questions: What happened? and Why did it happen?

Repeat and/or Redesign n n In order to confirm results, you should always repeat your experiments numerous times. If there are ways to improve your experiment, you should redesign it until it properly tests your hypothesis. Remember! A single experiment never “proves” a hypothesis to be true, it only supports or does not support a hypothesis.

• • • How would we perform the experiment to test our hypothesis ? (If owls hunt in the dark by vision, then they will strike more efficiently. ) How would we collect and analyze our data? If the owl strikes more efficiently in the dark, what can we conclude? If the owl strikes with the same frequency in the light as dark but strikes the leaf better in the dark, what can we conclude? How could we redesign our experiment to find out why the owl does not strike sensing body heat?

Let’s apply what we’ve learned…. Click on the lightning bolt to apply what you have learned about the scientific method.

Apply what you’ve learned…. . n To test whether aspirin can keep flowers fresher for a longer period of time, take two large beakers (labeled A and B) with equal amounts of water. Place one red carnation in each beaker. In beaker A put one tablet of aspirin. In Beaker B do not put aspirin. Identify the following with regard to this particular experiment. What is the manipulated (independent) variable? Amount of Water Aspirin Carnations Time the flowers stay fresh

Apply what you’ve learned…. . n To test whether aspirin can keep flowers fresher for a longer period of time, take two large beakers (labeled A and B) with equal amounts of water. Place one red carnation in each beaker. In beaker A put one tablet of aspirin. In Beaker B, do not put aspirin. Identify the following with regard to this particular experiment. What is the responding (dependent) variable? Amount of Water Size of beakers Size of carnations Time the flowers stay fresh

Apply what you’ve learned…. . ”If the amount of sunlight available increases, then the rate of photosynthesis in a plant will also increase. ” This statement is an example of a(n) Conclusion Purpose Analysis Hypothesis

Apply what you’ve learned…. . The effect of one minute of walking and one minute of running on the pulse and respiration rates of a human. In this experiment, what is/are the responding (dependent) variable(s)? Speed Time Pulse & Respiration Rates Walking & Running

Apply what you’ve learned…. . If you were doing research on the deadly E-bola virus, which resource in the library would give the most current information? Internet Book World Book Encyclopedia Reader’s Guide

Apply what you’ve learned…. . The effect of one minute of walking and one minute of running on the pulse and respiration rates of a human. In this experiment, what is/are the controlled variable(s)? Speed Time Pulse & Respiration Rates Walking & Running

Apply what you’ve learned…. . Scientists must analyze the results of an experiment before they: Form a hypothesis Perform experiment Identify a control Draw a conclusion

Apply what you’ve learned…. . A student plants one marigold seed into each of three pots. One pot she uses soil from a flower bed outside her house, one pot she plants with soil from a garden store, and one she plants into rocks. She uses a pitcher and waters each seed. She puts a pot on the window sill of her kitchen, one under the grow lights on her porch and one in a bag. She waits three days and makes her first observation. This is not a well prepared experiment. Think of at least 3 reasons why this is not a good experiment. Then click on the light bulb.

THINKING…. . Click on the light bulb to see if your thoughts are on target.

She didn’t control her variables. n n She used three different types of soil. She used three different temperatures. She used three different types of light sources. You will not be able to decide what it is that is causing one seed to grow better than another.

An Example of A Science Fair Project Using the Scientific Method Problem Research Hypothesis Experiment Data Conclusion Repeat and redesign

Testing Your Knowledge Click on the icon below to take a quiz on the scientific method. Once you have finished, print your quiz with the answers and give it to your teacher.

n n n Intel ISF http: //www. sciserv. org/isef/primer/scientific_method. asp Plymouth Schools http: //plymouthschools. com/Science/scifair/scimeth 7. htm Complete Guide to Science Fair www. scifair. org Science Fair Central http: //school. discovery. com/sciencefaircentral/scifairstudio/han dbook/scientificmethod. html Science Fair Project Ideas http: //sciencefairproject. virtualave. net/scientific_method. htm Resources for Writing a Research Paper Using MLA http: //www. ipl. org/div/aplus/ http: //ourworld. cs. com/tonkteacher/owlmla. htm? f=fs

Research Hypothesis Experimen t Conclusion = Data Scientific Success!