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Nature of Science:

Nature of Science:. Science is a way of knowing , a process for gaining knowledge and understanding of the natural world . Who are scientists based on this definition? The answer is….. ANYONE can be a scientist if they are discovering about the natural world in a systematic way.

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Nature of Science:

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  1. Nature of Science: • Science is a way of knowing, a process for gaining knowledge and understanding of the natural world. • Who are scientists based on this definition? • The answer is….. • ANYONE can be a scientist if they are discovering about the natural world in a systematic way.

  2. Nature of Science Discussion • Take some time and determine whether or not you can qualify being a scientist. Please write down why you can be a scientist even though you are an 8th grade student. • Name someone in your family or who is close to you, that is a scientist and why. • Remember, if they are finding out about the world in a systematic way, then they are a scientist.

  3. Nature of Science: • Each science process is unique depending on: 1) what is observed and 2) how scientistsmodify (change) their conceptual models and their experiments. • Mrs. Walker will show you one scientific method that as we go through this scientific process. (These slides are in a different color so you know not to write notes on these slides.) • Here are some of the processes in a scientific investigation:

  4. Form a research question. • Sometimes when we observe something in the natural world we may have many questions. However, when we want to collect data to find out our answer, we choose one question so we test one question at a time.

  5. How do peacock butterflies avoid being eaten?

  6. Main Points from the research conducted before the experiment: • Peacock butterflies are eaten by birds • They are camouflaged with wings closed but open wings to show bright “eyespots” when threatened • The butterfly wings make a variety of noises as they open • Some of the birds do not eat the butterflies after the butterflies open their wings

  7. Discuss possible outcomes of investigation • Both of these steps would include; • Researching on the topic and • Which I discussed I did in the last slide. • Creating a model. • I came up with a visual way to show what I thought. • What one ends up deciding to test on is considered the Hypothesis.

  8. Identify variables. • A variable is anything that can change the experiment. • There are three different variables. • Independent variable: what you test. • Constant variables: what is not tested is kept the same between test groups. • Dependent variable: the results (how it is measured) • Control groups: sometimes occur if one wants to compare what would normally happen. A control group is the norm. ~ Try to determine in your groups what the variables are in my experiment.

  9. Variables • Independent Variable- Butterfly characteristic (noise, eyespots, both) • Constant Variables- Type of butterfly, type of predator, time since predator’s last meal, time of day, approximate size of butterfly • Dependent Variable- Result of predator/butterfly interaction (Did the butterfly get eaten?)

  10. Experimental Groups Butterfly with Eyespots Painted Over Butterfly with no eyespots or noise maker Butterfly with noise maker removed

  11. Plan procedures to control independent variable • As much as to the extent possible, plan to control the constant variables and only test one independentvariable. • The experiment I’ve shown was tricky to control, they had to make sure the paint didn’t affect whether or not the butterflies were eaten and that the predators and butterflies were as similar to each other as possible!

  12. Experimental Groups (Top) and Control Groups (bottom)

  13. Collect data on the dependent variable. • You should know ahead of time how you will be collecting the data. • Then when the experiment is occurring you will be prepared to record the data as it comes. • If you choose to record something that happens during your day, you need to record it • Example: time between meals and stomach rumbles

  14. Data

  15. Select appropriate format to summarize data obtained. • Some ways that you can analyze the data appropriately are through: • Graphs • Charts • Diagrams • Etc.

  16. Results

  17. Analyze data and construct reasonable conclusions. • Think about what worked and what didn’t work before coming up with a main statement. • Many scientists must say that data was inconclusive (meaning it didn’t work)… but this gives them the chance to change their experiment and try again. • - This whole process relies on inference: which is to make a strong assumption based on the data that is collected.

  18. Conclusion • Eyespots provide peacock butterflies with the effective defense against bird predators. Sound made by the butterfly’s wings does not seem to be as important as the eyespots in startling predators.

  19. Prepare written and oral reports of the investigation. • Include questions, models, experimental plan, data, graphs etc. … • It may also include limitations of the study, what needs to be improved, and a revised model.

  20. Which Laundry Detergent is Best? Mitchell Stone 3rd Hour

  21. Hypothesized Result and Why Types of Detergent

  22. Will work Best Higher Cost Popular Brand

  23. Will work 2nd Best Also a popular brand Higher Cost

  24. Works 3rd Best Lower Cost Not as Popular

  25. Will work the Worst Lower Cost Not seen as Frequently

  26. Stains, Material of Towels, Amount of Detergent, Water Temperature, Time of Agitation Constant Variables

  27. Using 4 different detergents Independent Variables

  28. Stain Makers

  29. Stains applied to Towels

  30. How well the Stains come out Dependent

  31. Apply stains to towels & allow to dry Measure ½ cup detergent Add water at 125o F Soak for 1 minute then Agitate for 2 minutes in closed container Wring out excess water Repeat steps 2-5 twice per detergent Record results in a data table Procedures of Control

  32. Procedures of Control

  33. Results of Procedures

  34. Results of Procedure

  35. Results of Procedure

  36. Results of Procedure

  37. My Science Experiment! Dog Treat Preference By: Briana Winn

  38. Topic Of Interest: Dog Treats!

  39. Experimental Question: Do Different Dogs Prefer Different Types of Treats?

  40. Apple & Turkey Meaty Riblet Dry Bone

  41. Model: • She should have a model of what she thinks would work and why

  42. Hypothesis: I think they will like the Riblets best, then the Dry Bone and the Turkey and Apple treats the least.

  43. Control/constant Variables: Same Dogs, Time Of Day, And After The Same Activity. Cosmo! Ravin! Yoshe! (Miniature Pinsher) (Akita) (Daschund Mix)

  44. Independant Variable: Different dog treats

  45. Dependant Variable: Which Treat Is picked the most.

  46. Experimental Steps:

  47. 1. Get The Same Dogs. 2. Get One Of Each Treat And Set It On The Floor In Front Of Them. 3.Let One Dog Smell The Treats And Let Them Pick Their Favorite, And Second And Last Chosen. 4. Repeat With Other Dogs. 5. Record Results.

  48. Results!

  49. Trial #1! Ravin! Cosmo! Yoshe! 1st Riblet! Apple & Turkey! Dry Bone! Apple & Turkey! 2nd Riblet! Riblet! 3rd Apple & Turkey! Dry Bone! Dry Bone!

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