Chapter 1 Section 1 Key Terms for your ISN

2. Chapter 1 Section 1 Key Terms for your ISN • Science • Observing • Inferring • Predicting • Scientific Inquiry • Hypothesis • Controlled experiment • Variable • Manipulated Variable • Responding Variable • Data • Scientific Theory • Scientific Law Write these in your ISN, and give yourself enough space to define them (probably 2 lines each or so, depending on how big you write  ) We will go through and write them into our ISNs as we learn.

3. Chapter 1 Section 1 Key Concepts for our ISNs • What skills and attributes do scientists use to learn about the world? • What is scientific inquiry? • How do scientific theories differ from scientific laws? Write these concepts in your notebook, but you don’t need to leave space to answer them. These are things for you to think about as you are learning the material. They are important concepts and we will be reviewing them regularly. After we have gone through the section and reviewed it together, you will be asked to review some of the material (via homework and classwork) on your own to help you further. By the end of the reviews, you should feel comfortable discussing these key concepts and defining the key terms with other students. If you don’t, you just need to review a bit more. If you have questions, ask me 

4. What is science? • There are a lot of definitions for “science” in the dictionary. • The word science comes from the Latin "scientia," meaning knowledge. We will be defining it as: Knowledge attained through study and practice or A way of learning of learning about the natural world We should put that definition in our ISN!

5. Why do we study science? • Things to think about for the rest of the course (it makes it much more interesting!): • What/whom does the study of science affect? How? • How does our knowledge of science influence how we interact with our world? • What do we, in our modern age, use science for? How has it helped progress our lives forward? • How are each of us affected, daily, by science?

6. How do we learn about science? • Observing – Using your senses to gather information • e.g. seeing lava erupt, hearing the noise it makes, smelling volcanic gas, and feeling lava’s heat • Inferring – Forming an opinion based on the information you have • e.g. differences in gas content affect the kind of volcanic eruptions • Important to know that inferences can be wrong! • Predicting – Deciding what you think will happen • Based on what Dr. Mangan inferred, she hopes to be able to predict whether a volcanic eruption will be strong or gentle • Why would this be helpful? Why do scientists like Dr. Mangan study this? • Scientific Attitudes • Curiosity, open-mindedness, honesty, creativity, etc. • How do we put these things together in our everyday lives?

7. Observing Vs. Inferring Slides! • Now we’re going to see some slides. • Take out a piece of paper. • For each slide: • Write a brief description of the image. • Write 1 specific observation. • Write 1 inference • Let’s do the first one together

8. Slide 1

9. Slide 2

10. Slide 3

11. Slide 4

12. Slide 5

13. Key Concept: Thinking like a scientist! • Let’s imagine a scenario: It is a beautiful, sunny afternoon. You’re relaxing outside in your hammock and thinking about Justin Bieber’s wardrobe because you have finished your schoolwork early and you deserve a break. You close your eyes and drift briefly off to a comfortable nap. When you awaken, you notice (observe) a massive line of large, dark clouds quickly advancing towards you. What would you think (infer) had happened during your nap? What might you expect (predict) to happen soon after the clouds had arrived?

14. Let’s try another scenario: You head home after a great day at Christ the King School. The sun is shining, the birds are singing, and you’re excited about eating hot dogs. You come in through the front door and, after carefully laying out your science homework to be completed for that day, go into the kitchen to see bits of hotdogs all over the kitchen floor. The hotdogs had been on the counter, and the only possible culprit, your Schnauzer, Petey, isn’t confessing to the crime anytime soon. You thought Petey couldn’t reach the counters, but has he? Who done it and how will you find out? Remember to think like a scientist!

15. Who, Petey? He can’t even REACH the countertops! Can he? • So far, what have you observed? How did you make the observation? • What can you infer about Petey, besides the fact that his sweet face may be lying to you about his hot dog eating? If you were to put more hotdogs on the counter and leave Petey alone with them, what do you predict will happen? You can apply these techniques to other scenarios! Let’s go a little more in depth into the scientific process… “If you don’t want me sneakily eating hotdogs when you aren’t looking, don’t make them so delicious.”

16. What other times do you find yourself thinking like a scientist? • Deciding what to wear for the weather • Deciding if you are hungry • Testing the milk to see if it has spoiled • What other times can you think of?

17. The Scientific Method/Inquiry Process Things to know! Things to be able to discuss! • What is an inquiry? • What is a “scientific inquiry”? • How do scientists perform scientific inquiries? We’re going to find out!

18. The steps of Scientific Inquiry! Let’s add this to our ISN, because we will refer to it again. • Scientific inquiry refers to the ways in which scientists study the natural world and propose explanations based on the evidence they gather. • How it works (KNOW THE ORDER!!) • Posing Questions • Developing a Hypothesis • Hypothesis: a possible explanation for a set of observations • Designing an Experiment • Controlled experiment: a test of a hypothesis under conditions established by the scientist • Collecting and Interpreting Data • Data: facts, figures, and other evidence gathered from experiments • Drawing Conclusions

19. Page 11 of our textbooks • Let’s add the diagram on page 11 into our ISNs! Please take the time now, during class, to draw the figure just as it appears with the arrows and text onto the left side of your pages (it will be an evenly numbered page)

20. Scientists! • Scientists begin the process of inquiry by posing questions about an observation. • They develop an “hypothesis” • THE HYPOTHESIS MUST BE TESTABLE!!! • They develop an experiment to test the hypothesis • They collect data and examine it • They draw conclusions • They communicate their results

21. Variables • Variable: one of the factors that can change in an experiment • Manipulated variable: the variable that a scientist changes • Responding variable: the variable that changes because of the manipulated variable

22. The situation: Let’s imagine I am having a clumsy day (it happens to the best of us). It’s hot outside and I spill my fancy bottled water on the ground. Later, after grading some papers, I spill more water inside the classroom. You observe that the water outside evaporated quickly, while the spilled water inside did not evaporate for the rest of the day. You also observe a heat difference between outside and inside the classroom. What happened to the spills? Why did the water evaporate outside but not inside? Can we set this up in an experiment?

23. Experiment 1 – Practice in our ISNs So, it’s hot outside, and we noticed that the water outside evaporated more quickly. • What is our hypothesis? • Increased temperature increases rate of water evaporation. • What will be our “manipulated variable”? This is what we directly vary to see what happens. • Air temperature • What will be our “responding variable”? This is what changes because of the manipulated variable. • Rate of evaporation • How do we make sure this is a controlled experiment? What do we need to control? • Kinds of water, humidity, air pressure, etc

24. Let’s get into groups! • Let’s have group discussions • Everyone participates. Help one another! • We’ll discuss within our groups, then discuss as a class Don’t be like these guys!!

25. Experiment Example • You are a scientist studying two types of crystals found on Earth’s surface: salt and borax. You want to design an experiment to determine what takes longer to dissolve in water: borax or salt. Assume you will add equal amounts of each to equal amounts of water. • What is your manipulated variable (what are you testing the effect of)? What is your responding variable (what will be affected)? What other variables would you need to control?

26. Designing your own experiment • Design an experiment to test his hypothesis: Wet clothes hung on a clothesline to dry will dry faster in the sun than in the shade. The experiment should have a manipulated variable and a responding variable, and all other variables should be controlled.

27. The basics of this section were: • What you should feel comfortable explaining/talking about: • Scientific method/inquiry steps • Differentiate between scientific theory and a scientific law • Define key terms at the beginning of the section Ask yourself: Is there a part of this I had trouble with the first time through? Is there some part of it that I need to review or ask about before I feel comfortable with the next section?

28. How are we going to learn this information? • Define the key terms in our ISNs so we have their definitions handy when we review • Use the key concepts to guide us through each section • Important so we know how to break the information up into smaller bits that are easier to memorize • Have discussions in class about the material so we learn how to talk about the information easily with others • Learn to relate new information to things we already understand (using analogies, examples, models, etc.) • Review together and outside of class

29. Practice questions for you! • What is the main characteristic of a scientific theory? • What is the main characteristic of a scientific law? • How does scientific inquiry begin? • How do you know if you are observing or inferring? • What is an experiment in which only one variable called? • Go over them with friends! On your own! In your room! While brushing your teeth and making the bed!