SCIENTIFIC WRITING

1. SCIENTIFIC WRITING Laurie Bianchi Whitman-Hanson Regional High 10/9/02

2. Hypothesis • An educated guess • A possible answer to a question • An early step in the scientific method.

3. Fact • A close agreement among competent observers studying the same phenomena. • A fact is not unchanging or absolute.

4. Law • “When a hypothesis has been tested over and over again and has not been contradicted, it may become known as a law or principle.” • (Hewitt 3)

5. Scientific Theory • “A synthesis of a large body of information that encompasses well-tested and verified hypotheses about certain aspects of the natural world.” • (Hewitt 3)

6. Scientific Theory • The theories of science are not fixed but evolve and are redefined as more information and evidence is accumulated. (Hewitt 3)

7. Scientific Method • Although the scientific method is a very useful tool, it isn’t the only way to make scientific discoveries. (Hewitt 3)

8. Other methods • Trial and error • Experimentation without guessing • Accidental discovery (Hewitt 3)

9. Key factors • Good observation skills and analysis are important factors in science.

10. Hypothesis Writing • Make a statement that predicts the outcome of the experiment. • Include a reference to the independent and dependent variable. • Explain your reasoning for the prediction. Example: Make a because statement after the prediction.

11. Hypothesis Writing • Do not say either yes or no. • Do not say “I think…” • You may use if then statements but you still must explain your reasoning for the prediction.

12. Hypothesis Writing • Write a hypothesis for the following research question: How does cloud cover affect the air temperature at night?

14. Write a hypothesis for the following research question: How does cloud cover affect the air temperature at night? • When there is cloud cover at night the temperature will not drop as low as on a night with clear skies because ….

15. Write a hypothesis for the following research question: How does cloud cover affect the air temperature at night? • the clouds will trap heat near the earth’s surface so less radiational cooling will occur.

16. …less radiational cooling will occur. On clear nights, heat is transferred from the ground into space more easily so temperature drops are greater than on cloudy nights.

17. If the sky is cloudy at night, then the temperature will drop less than on a clear night because the clouds will trap heat closer to the ground and less heat escapes into space.

18. Procedures • A good procedure is clear, specific, and lists steps in order. • A good procedure is like a good recipe – the product will come out the same every time • List the steps and number them.

19. Procedures • Thou shall not be ambiguous. • Thou shall not omit steps. • Thou shall not put steps in the wrong order. • Thou shall not leave the reader exclaiming “What the…. should I do next or I don’t understand.”

20. What’s wrong with this procedure? • Set up a track. • Let go of ball so it rolls down the track. • Time it. • Repeat 9 times with that ball. • Repeat with the other ball.

21. How can one improve this procedure? • Set up a track – too vague and isn’t the first thing one would do. • Gather materials. • Mass both spheres and record.

22. Improve on “set up track” • Place 3 science books under one end of track on the floor. The floor end should be touching the baseboard. • Using masking tape, place a starting line at the 5 cm. mark. • Measure the vertical height from the floor to the track at the starting line. Adjust track so height is 16 cm.

23. Let go of ball so it rolls down the track. • Using a ruler to hold the ball in place, put the smaller mass ball on the line. • On the word “go” lift the ruler to release the ball down the incline. • Have two timers record the time from start to finish (when it hits the baseboard).

24. Time it. Repeat 9 times with that ball. • Average the two times and record in appropriate data chart. • Repeat 9 times with the smaller mass ball. • Repeat steps # 6 - 10 with the larger mass ball.

25. Missed information • Measure the total distance the sphere traveled. • Calculate the average time of the smaller mass ball. • Repeat last step with the larger mass ball.

26. Scientific Writing Word choice is important

27. Writing Across the Curriculum • FCAs go in the top left hand corner • Avoid personal pronouns • Effective multi-paragraph writing • Avoid run-ons and fragments

28. Writing Across the Curriculum • Name, Date, Mod on 1st line • Skip a line • Title 3rd line – Momentum Conclusion • Skip every other line- Xs

29. Improve this: The momentum got bigger

30. Better???? The momentum increased as the car moved faster.

31. Avoid personal pronouns • Don’t say “I, me, we, you, etc. in scientific writing. • Instead of writing “We placed three books under the track say “3. Three books were placed under one end of the track.”

32. Avoid personal pronouns • Instead of writing “You could measure more accurately by measuring independently and comparing data with a partner write “One could….”

33. Be clear and coherent • Use correct grammar and spelling. • Use complete sentences. • Avoid run-on sentences.

34. Be clear and coherent • Use correct punctuation so the reader can understand your message.

35. Writing Conclusions • There is a form for writing good conclusions. Follow the format as if it were a recipe.

36. Writing Conclusions • Begin by stating the purpose of the experiment.

37. FIX THIS • We set out to prove that inertia affects objects….

38. WATCH OUT! • Don’t ever say “prove” in a conclusion.

39. Better!!! • This experiment was designed to observe the effects of inertia on objects. • Look at the lab purpose when writing the first sentence of a conclusion.

40. Brief procedure - fix • We took a ramp, cart, and penny…

41. Use past tense for description • Don’t say “Place the track on one book.” • Past tense: A track was placed on the floor with one end on a book.

42. Better… • A cart was placed on an inclined ramp with a penny balanced on the edge. After rolling down the track, the cart hit a block and the penny slid across the floor.

43. Better… • The distance traveled by the penny was recorded. The track height was increased so the car and penny moved faster.

44. REFER TO HYPOTHESIS • The hypothesis was supported. As the track height increased, the penny slid further along the floor.

45. REFER TO HYPOTHESIS • Do not say “We were right,” or “I proved.” • Instead state whether the hypothesis was supported, rejected, or was inconclusive.

46. RESULTS At each successive height, the penny moved an average of 10 cm. for one book high, 15 cm. at two books, and 22 cm. for three books high.

47. ANALYSIS All matter has a property of inertia which is a resistance to a change in velocity. As the velocity of the cart increased the penny’s speed became greater also. The penny resisted changing its motion so continued moving at that speed according to Newton’s 1st Law.

48. ANALYSIS Inertia is related to mass and the mass of the penny did not change. However, a penny moving at 3 m/s is more difficult to stop than a penny moving at 1 m/s.

49. ANALYSIS Friction between the penny and the floor provided an unbalanced force to halt the movement of the penny.

50. CONCLUDING The effects of inertia were evident in this experiment. As a car moves faster, the occupants are also moving at a higher velocity.