Conducting Agricultural Research

1. Conducting Agricultural Research Reminder: Student activities are at the end of this PowerPoint Presentation!

2. Conducting Agricultural Research

3. Common Core/Next Generation Science Standards Addresses CCSS.ELA-Literacy.RH.9-10.4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. CCSS.ELA-Literacy.RH.9-10.2 -Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

4. Agriculture, Food and Natural Resource Standards Addressed! • BS.02.04. Safely manage and dispose of biological materials, chemicals and wastes according to standard operating procedures. • Sample Measurement: The following sample measurement strands are provided to guide the development of measurable activities (at different levels of proficiency) to assess students’ attainment of knowledge and skills related to the above performance indicator. The topics represented by each strand are not all-encompassing. • BS.02.04.01.a. Classify different types of personal protective equipment and demonstrate how to properly utilize the equipment.

5. Bell Work What do you think the scientific method is? Why is it important to follow all safety rules? Who would you tell if you got injured in this class?

6. Dependent variable Experiment Hypothesis Independent variable Replication Scientific method Treatment Variable Terms.

7. Student Learning Objectives. • 1. Explain the steps in conducting research in agriculture. • 2. Discuss the general safety precautions that should be followed in conducting agriculturalresearch.

8. What are the steps in conducting research in agriculture? • I. The process of scientific inquiry, or the scientific method, is a carefully controlled, systematic process for discovering the unknown. • used in all aspects of research. • ensures that conclusions reached through study are valid and reliable. • all factors except the factor or variable under investigation are controlled, or held constant. • any observed results are in fact due to the single variable being examined.

10. The first step is identifying the problem to be investigated. • Is best stated in the form of a question. • Should grow out of areas of interest and personal experience in agriculture. • Will allow the experimentation process to be more enjoyable and more relevant to the researcher.

11. B. The next step is to predict the results of the experiment. • Prediction is called a hypothesis. • A hypothesisis a tentatively accepted theory that explains the relationship between two variables. • Should indicate the nature of the relationship between variables. • Should utilize background knowledge and experience in this area to formulate the hypothesis. • Is subjected to a test that attempts to isolate the important factors. This test is called anexperiment.

12. C. The third step is to design and conduct the experiment. • Factors to consider in the design of the experiment : • observation and measurement procedures, • control measures, • selection of variables.

13. Third step continued • A variableis a characteristic by which an object of phenomenon may be described. • An independent variableis the characteristic that the researcher believes will affect another variable. • The manipulation is known as the treatment. • The dependent variableis the characteristic that will be observed.

14. Third Step continued • Measurement of the dependent variable is critical to the success of the experiment. • During this phase of the experiment, the researcher must determine the most precise and appropriate way to measure the affect of the independent variable. • It is critical that the design of the experiment match the stated hypothesis. • The research design should also provide for replication.

15. Third Step Continued • Replicationis the exact duplication of the experiment. • allows the results to be verifiedacross numerous trials, resulting in greater confidence in the results. • After all design procedures have been followed, then it is time to conduct the experiment.

16. D. The next stage is the data collection step (4). • Should consistently and precisely follow the previously determined methods outlined in the experiment design in the measurement and collection of data. • A pattern or format of collecting and recording data should have been developed in the design stage of the experiment. • Data summary charts are usually used to record experimental data. • should be as simple as possible • provide for all data to be completely and consistently recorded.

17. E. The 5th step of the process is ready to be completed. • To analyze the data. • Data that was collected during the experiment is analyzed to be used later to draw conclusions. • Follow the procedures outlined in the experiment design stage in organizing the data. • Can be a very exciting stage of the research process because results of the experiment become evident.

18. F. The last step is to use information to draw conclusions. • The researcher must answer the question, “Was the hypothesis correct?” • Looking for patterns in the data or by interpreting calculations that were performed on the data. • Determine if there is any evidence to suggest that the data might be inaccurate or in any way misrepresent what actually happened in the experiment. • At this point any limitations of the experiment must also be noted.

19. G. Formulate recommendations • Depending upon the nature of the experiment, the researcher may then be able to formulate recommendations based on the findings of the experiment. • Findings should be explained in detail through conclusions, written discussion, and recommendations. • Results of this experiment should be compared to results obtained from similar experiments. • Finally, based upon the results of the completed experiment, the researcher should identify new research questions to explore through further experimentation. • Through this continuing cycle of questioning, experimentation, further questioning, andfurther experimentation, agricultural research is done.

21. II. Agriscience research laboratory • General safety procedures must be followed while conducting experiments in the agriscience laboratory to prevent personal injury.

22. Wear protective clothing, • Including an apron, gloves, and approved safety goggles.

23. Handle and dispose of all chemicals • According to manufacturers’ storage and disposal directions.

24. Be careful, • with scalpels, knives, dissecting needles, and other sharp instruments, especiallywhen working around others.

25. Locate adequate workspace • For the experiment. • Place all equipment away from theedges of tables and lab counters.

26. Be aware of the surroundings. • (flammables, electricity, obstructions, etc.) as the experiment is conducted

27. Place all materials and instruments • In their designated storage areas at the end of the laboratory period.

28. Keep the work area • Clean and free of clutter.

29. Work carefully • With glass instruments and lab supplies. • Use holding racks and containersdesigned to be used with breakable items.

30. Keep flammable materials • away from fire and sparks.

31. Never leave • hot liquid or glassware unattended.

32. Minion Guide to Shop Safety

33. Using Electrical Equipment Safely • 1. Check your equipment for broken or frayed cords on plug-ins. • 2. Make sure the area around the electrical equipment is dry and free of things that might catch fire. Touching electrical equipment with wet hands can cause a shock. • 3. Place electrical cords out of the way so that people will not easily trip over thecords or cause the equipment to fall. • 4.Turn off all equipment before leaving the laboratory.

34. Reporting Accidents • 1. Tell your teacher about any accident, breakage, or spill that occurs in the laboratory or field. • 2. If you get a chemical in your eyes or on the skin or clothing, wash it off immediatelywith running water while your lab partner notifies the teacher. • 3. Clean up spills immediately under the supervision and instruction of your teacher.

35. The End! Be Cautious! NEXT: Student Learning Activities

36. Student Learning Activities Sample tests are available in the Lesson Plan tab.

38. Student Learning Activity -The activity for this lesson is also part of the powerpoint. Split the students up into four groups and give each group one welding helmet, one pair of safety glasses, one pair of safety gloves, one pair of rubber gloves, one dust mask, one pair of ear plugs, a lab coat or apron, and one welding jacket. As the PPE scenario comes up on the screen, have one group member put on all the appropriate PPE for the situation.

39. You are going into the shop to weld.

40. You just have one hole left to drill to put your wooden toolbox together.

41. You see a corner of the metal shop table got bent and you decide to get the grinder and smooth it out.

42. You are heading into the paint room to stain the shelf that you just built for your room.

43. You are just hand sanding a small project, but one of your classmates is cutting pipe and another is using a grinder pretty close to you.

44. You are going into the shop to hammer some loose nails back into your teacher’s wooden chair.

45. You are going into the agriscience lab to prepare chemicals for the lab the next day.

46. You are going to watch a friend of yours cut out a sign with the Plasma Cutter.

47. Scientific Method Poster • Split the students into small groups and have them make a poster of the scientific method for a subject they are interested in (ie. Feeding their show animals differently).