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Doing Science

Doing Science. The Process of Scientific Inquiry. Lesson 1: Inquiring Minds Generate lists. What is Science? How do scientists go about their work? (How do they investigate things?). Investigating the Mystery Cube. What questions do you have about the cube? (at least two)

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Doing Science

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  1. Doing Science The Process of Scientific Inquiry

  2. Lesson 1: Inquiring MindsGenerate lists • What is Science? • How do scientists go about their work? (How do they investigate things?)

  3. Investigating the Mystery Cube • What questions do you have about the cube? (at least two) • DO NOT touch or move the cube at all!!!

  4. Develop an explanation of what is on the bottom of the cube and make sure it is based on evidence. • What do we mean by evidence? • Evidence refers to observations or the results of experiments • How do you think an explanation based on evidence is different from other explanations? • Evidence-based explanations supply a reason for the explanation • Such a reason (evidence) is objective and does not merely reflect a personal preference • Evidence provided by one source can be verified by another source

  5. Make and Share observations about the cube and develop an answer to the question:What is on the bottom of the cube? • Record all observations and conclusions • Share as a class • An explanation is strengthened by being supported by more than one type of observation or line of reasoning

  6. Are you convinced that your answer is correct? Why or why not. Your answer must be consistent with the evidence • Can you think of any evidence that would contradict your answer? • How was your investigation of the cube similar to a scientific investigation? • Did you make observations? • Did you reach explanations based on evidence?

  7. Do all scientific experiments require laboratory experiments? • No, sometimes the phenomenon being studied can not be manipulated • Scientists rely on observations and measurements that address the question • Examples: behavioral sciences (influence of various factors on nutrition and physical activity); ecological and population studies; disease patterns

  8. Investigating the Biological Box • DO NOTtouch or move the cube at all!!! • Make and Share observations about the cube and develop an answer to the question:What is on the bottom of the cube? • Record observations and evidence that supports your answer • Share with the class

  9. Biological Box Experiment • Select one corner of the bottom face your team would like to see • One student will carefully slide the box across the table using a ruler until the corner extends no more than2 centimeters off of the table • Another student will then glance up at the exposed corner and share his or her observations with teammates • Share with class

  10. What could be on the bottom? • How was the experience with the cubes similar to the process that scientists use to learn about the natural world? • Identify Questions • Use of tools to gather, analyze, and interpret data • Develop descriptions, explanations, predictions • Communicate

  11. Science Starter Briefly explain the difference between a hypothesis and a theory. A hypothesis is a testable statement about the natural world that can be used to build more complex inferences and explanations. While a theory is a well supported explanation of the natural world that incorporates tested hypotheses, laws, and inferences.

  12. Lesson 2: Working with Questions • Why do you ask questions? • To get answers or to get more information • To a scientist, what makes a good question a good question? • Good questions do not ask about something really obvious, ask only about things that are real, or allow us to gain necessary information

  13. What are some questions that are not suitable for a scientific investigation? • Personal Preference • Moral Values • Supernatural • Phenomena that cannot be measured

  14. Name: Date:Guidelines for good questions Lab Partners: • Testable questions… • Ask about objects, organisms & events in the natural world • Answered by investigations that involve experiments, observations, or surveys • Answered by collecting & analyzing evidence that is measurable • Relate to scientific ideas not to personal preference or moral values • Do not relate to the supernatural or to nonmeasurable phenomena

  15. How do we ask questions the way scientists do? • Look at the sheet “Working with Questions” • Identify the two questions that are not good questions because they involve either moral values or personal preference • Rephrase these two questions so that they ask a good question-make them measurable • Rephrase the other questions so that they ask good questions-use the previous criteria • Share your questions

  16. Homework • Read each of the 3 letters • Select one letter and develop twoscientific questions that relate to the point of view expressed in the letter • For each question, describe an investigation and the evidence that could be used to answer it • One story – two questions – two investigations • Look to create questions that meet the criteria we identified

  17. Homework Review • Letter 1: • Q: Does food served at Quick and Tasty contain chemicals that can lead to cancer? • I: Test food from Quick and Tasty for chemicals that are associated with cancer. • Letter 2: • Q: Do obese people select different food items at Quick and Tasty compared with people of normal weights? • I: Observe and record the food choices at Quick and Tasty of obese and normal-weight people • Letter 3: • Q: Does a typical meal at Quick and Tasty contain more calories than recommended for an average person? • I: Determine the number of calories in several of the Quick and Tasty meals and compare this with recommended calorie intakes

  18. Letter 1: • Q: Does food served at Quick and Tasty contain chemicals that can lead to cancer? • I: Test food from Quick and Tasty for chemicals that are associated with cancer.

  19. Letter 2: • Q: Do obese people select different food items at Quick and Tasty compared with people of normal weights? • I: Observe and record the food choices at Quick and Tasty of obese and normal-weight people

  20. Letter 3: • Q: Does a typical meal at Quick and Tasty contain more calories than recommended for an average person? • I: Determine the number of calories in several of the Quick and Tasty meals and compare this with recommended calorie intakes

  21. Activity 1: Unusual Absences • Purpose: To carry out a scientific investigation using materials on the web. You will be working as members of an investigative team from the local health department

  22. Name: Date: Investigative Report Form Lab Partners: • Testable Question: (skip 3-4 lines) • Evidence Collected: (skip 5-6 lines) • Analysis and Explanation of Evidence: (skip 8-10 lines) • Next Questions:

  23. Procedure • Click on “Activity 1: Unusual Absences” • Read “You have one new mail message”

  24. Read new mail message • Read 1st letter from principal • STOP!!!! & Create a testable question (in science notebook) • Need help? - start with “Are more….?” or “Is the…?”

  25. Click on link and proceed to school website

  26. Click on “Attendance data”

  27. Export Data to the health department’s website for graphic form • Click on “Export Data” • Type “cohd.org”

  28. Look at graphs of data….what do you notice?

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