Observation Science PowerPoint, Scientific Method

• Inference: A conclusion based on your
observations.
Copyright © 2010 Ryan P. Murphy

• RED SLIDE: These are notes that are
very important and should be recorded in
your science journal.
• BLACK SLIDE: Pay attention, follow
directions, complete projects as described
and answer required questions neatly.

-Please make notes legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Don’t skip pages
-Make visuals clear and well drawn. Please label

• http://sciencepowerpoint.com/

 Observation – Anything you can
see, hear, smell, touch, taste, (Using your
senses).

• Observation Basics.
– Our perceptions are not photographs, they are
constructions - something that our minds
manufacture.
– What we perceive is partially determined by what
we know or believe.
– Constructive perception has survival value - it
helps us make sense of the world.
– So, seeing is not necessarily believing.
– USE YOUR JOURNAL!

• Please write down the phrase that you will
see on the next slide? You get just a second.

Mary had
had a little lamb

“Write down
what it said in
your journal?”

“Did your brain
act faster than
your eyes?”

Our brains are programmed for normal
right side-up.

Our brains are programmed for normal
right side-up.
I will flip this picture and you will see.

• Video Link! Amazing Anamorphic Illusions
– http://www.youtube.com/watch?v=tBNHPk-Lnkk

• On the next series of slides.
• Say the color of the words below.
• (Not the actual words)
• Try to do it as fast as you can.
• Is it difficult?

• Repeat! See if it is easier upside down.
• On the next series of slides.
• Say the color of the words below.
• (Not the actual words)
• Try to do it as fast as you can.
• Is it difficult?

• Please record what you see beneath this
box.

• Answer! The white marks say the word
LIFT.

• Answer! The white marks say the word
LIFT.
L I F T

• Shrinking Head Illusion:
– On the next slide stare into this animation for two
minutes and then teacher will change slides.

• Observation Basics.
– Our perceptions are not photographs, they are
constructions - something that our minds
manufacture.
– What we perceive is partially determined by
what we know or believe.
– Constructive perception has survival value - it
helps us make sense of the world.
– So, seeing is not necessarily believing.
– USE YOUR JOURNAL!

 Inference: A conclusion based on your
observations.

• Raise your hand when you think you
know the picture beneath the boxes.
– You only get one guess.

Let’s Play…I’m thinking of a
person in this classroom…
Yes/No Questions only. You
are allowed 4 questions
and then need to make an
inference.

• Activity! How well do you observe the
world around you.

world around you.
– Observe each scene for 1 minute and then
answer some questions afterward.

• Questions about the previous scene.

• Questions for the street scene.
– How many vehicles were driving?
• Two were driving, two were parked

–How many vehicles were driving?
• Two were driving, two were parked.

–What type of vehicles were they?

–What type of vehicles were they?
• Utility van with no labels and small 4
door SUV.

–What colors were they?

–What colors were they?
• Utility van was white, SUV was dark
blue with no license plate on the front.

–Was it raining?

–Was it raining?
–Answer: No. But the SUV’s wipers were
on, conditions were overcast and the
SUV could have just possibly come from
the rain or driven through a sprinkler.

–What was the speed limit?

• 35 mph
• What country is this picture in?

• 35 mph
• What country is this picture in?
• The United States most likely because
35 mph is not Metric. The U.S. is one
of the few countries to use the Old
English System.

–How many witnesses were there, what
were they doing?

–How many witnesses were there, what
were they doing?
• One witness, he was mowing the
lawn.

–What season was it?

–What season was it?
• Summer, the leaves were well
established and green.

• Two were driving, two were parked.
• Utility van with no labels and small 4 door
SUV.
• Utility van was white, SUV was dark blue
with no license plate on the front.
• It was not raining.
• 35 mph (No Metric here, must be in the
US)
• One witness, he was mowing the lawn.
• Summer, the leaves were well established
and green.

• Question about the backyard scene?
– What was the color of the roof of the shed?

• What color was the roof?
– Answer: You can’t tell from the photograph.
In this area of the country the roofs are dark
colored shingles so that’s what we construct
in our head.

• If we lived in the Slovenia, Germany , our
constructions would be different as the
rooftops here are all orange.

world around you.
– Observe each scene for 30 seconds and then
answer some questions afterward.

• Is this a picture of a boys room or girls
room? Why?

• Which of the following roadways were
shown?
• A.) 16, 74, 674,
• B.) 74, 39, 901,
• C.) 73, 29, 601
• D.) 74, 28, 602
• E.) None of the
above

• Questions about the street scene?
– What type of location are the people at?

– What type of location are the people at?
• Airport, Train Station, Bus Station?

– Describe the person who walked away with
someone else’s green suitcase.

– Describe the person who walked away with
someone else’s green suitcase.
• Male, 5’8” Black Hair, Red short sleeved shirt and
blue jeans and wearing a backpack.

• What is this a picture of?

• What is this a picture of?
– A women (adult) with blonde hair, maroon
shirt and wearing eyeglasses.

• Questions for the ocean scene?
– Specifically, where was this photo taken?

• Questions for the ocean scene?
– Specifically, where was this photo taken?
– Picture taken by passenger on a bus or train
(tinted windows). Image is of a women sitting
by the window seat. No smoking sign can be
seen in the reflection. Her left arm is against
her cheek.

• What is the grand opening for?
• Hint- You have all most likely been there.

I hypothesize that
a condiment
station is next to
this wall.

• Questions about the grand opening.
– What is the grand opening for?
• This is most likely a McDonalds (Red and Yellow
color scheme) or another fast food chain.
McDonalds

color scheme) or another fast food chain. You can
see the illuminated value menus in the upper right
hand corner,
McDonalds

hand corner, and the Coca-Cola drink dispenser on
the left.
McDonalds

hand corner, and the Coca-Cola drink dispenser on
the left. Coca-Cola is affiliated with the McDonalds
Corporation.
McDonalds

• Where is this?

• Where is this?
• A place of worship.

• Who is in this picture? Where?

• Caution! The next series of slides requires
maturity.
– Teacher must decide right now if the class
can handle the next segment.

• Questions about the Skittles.
– What three letter word comes to mind after
seeing the skittles… ___ ___ ___

It’s okay to
take a risk
in this
situation
and say
what you
think?

S E X

Subliminal messages are everywhere on
purpose. Your brain may see it and
understand it without you even knowing it.

“Your subconscious saw
me…”

• Videos! (Optional) Subliminal
Advertisements (ARIA Awards and BMX)
– http://www.youtube.com/watch?v=hJTGGlDZUzk ARIA AWARDS
– http://www.youtube.com/watch?v=FEpdTZGfxCQ Derren Brown BMX

• Let’s go back a few slides and look for
some hidden messages placed into the
slide. (Full Image on Next Slide)

 Collaborates (talks) with others.
Copyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. Murphy
S
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For
RealT
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 Hypothesis: An educated guess to your
problem / question that is testable.

• Activity! Teacher to collect galls from
goldenrod plant.

• Activity! Goldenrod Gall Observation.
– Make quick prediction of what you think this is
and what may be inside?

• Activity! The Goldenrod Gall

– A quick lesson in the scientific method.

– Make an observation of your goldenrod in the
form a detailed drawing in your journal of the
outside of the gall.

– Ask a question / Form a hypothesis (educated
guess)

guess)
– Conduct an experiment (dissect it and record a
picture of what you find inside.).

guess)
– Conduct an experiment (dissect it and record a
picture of what you find inside.).
– Accept or reject the hypothesis. Make a new
hypothesis if wrong.

Larvae of the
stem gall fly. Scat

Fly injects egg into stem
of goldenrod plant.

of goldenrod plant. The
egg releases chemicals
that cause the plant to
grow cells in that area.

The Larvae feeds from
plant and is relatively
safe inside the tough
gall.

The Larvae feeds from
plant and is relatively
safe inside the tough
gall. The larvae will
mature and chew hole
to find mate and then
new goldenrod stem to
continue the process.

Escape hole from the
adult fly

• Three common gall types exist,

• Three common gall types exist, the stem
gall,

gall, ball gall,

gall, ball gall, and leaf gall.

Goldenrod galls don’t generally harm the
plant.
-Note the double galls on this plant.

• Stem gall fly larvae are an important food
source for many birds during the winter.

• Parasitic Wasp – lays egg in gall and larvae
eats the stem gall fly larvae inside.
Eurystoma obtusiventris

Just mates with
female and does not
inject egg into
goldenrod

• Stem gall fly larvae has a natural anti-
freeze in it’s body to prevent freezing.

• NASA was interested in this biological
antifreeze as a way to prevent humans
from freezing in the cold of deep space.

• Activity! Investigating the scientific method
and soda cans.

• Soda and the Scientific Method.

– Problem: What type of soda should we bring
on a rafting trip?

on a rafting trip?
– We are going rafting down a Class V section
of whitewater.

on a rafting trip?
– We are going rafting down a Class V section
of whitewater.
– The first rapid called “The Turbine” will
definitely flip the raft and everything on it.

• Please set up the spread sheet below. (6 by 7)
Brand of
Soda
Sodium
mg
Calories Sugar
g
Mass
g
Volume.
ml
Density
g/cm3
Can you
find?

• Please set up the spread sheet below. (6 by 7)
Brand of
Soda
Sodium
mg
Calories Sugar
g
Mass
g
Volume.
ml
Density
g/cm3
Can you
find?
375ml
375ml
375ml
375ml
375ml

• Soda and Scientific Method
– Please find the information to complete the
spreadsheet from the soda can labels.
– Weigh each can on a balance. (In grams)
– Feel free to place them in water to simulate
the whitewater experience after spreadsheet
is complete. (Keep area dry as wet floors are
pose a slipping hazard)
– Based on all of your findings, what soda
should we bring and why? Use your data!

– Please find the information to complete the
spreadsheet from the soda can labels.
– Weigh each can on a balance. (In grams)
– Feel free to place them in water to simulate
the whitewater experience after spreadsheet
is complete. (Keep area dry as wet floors are
pose a slipping hazard)
– Based on all of your findings, what soda
should we bring and why? Use your data.

• Answers
Brand of
Soda
Sodium Calories Sugar Mass Volume.
H2O
Density
Coke 45mg 140 39g 388g 375 ml 1.03
g/cm3
Sunkist 70mg 190 50g 387g 375 ml 1.03
g/cm3
Mt. Dew 65mg 170 46g 387g 375 ml 1.03
g/cm3
Diet Coke 40mg 0 0 370g 375 ml .98
g/cm3
Sprite 60mg 140 38g 380g 375 ml 1.01
g/cm3
375 ml

– Determine the density of each soda D= M/V
– Mass (g)
– Density = ----------------- = _______ g/cm3
– Volume cm3

Brand of
Soda
H2O
Density
Coke 45mg 140 39g 388g 375 ml 1.03
g/cm3
Sunkist 70mg 190 50g 387g 375 ml 1.03
g/cm3
Mt. Dew 65mg 170 46g 387g 375 ml 1.03
g/cm3
Diet Coke 40mg 0 0 370g 375 ml .98
g/cm3
Sprite 60mg 140 38g 380g 375 ml 1.01
g/cm3
375 ml

• Which one will float in water?
Brand of
Soda
H2O
Density
Coke 45mg 140 39g 388g 375 ml 1.03
g/cm3
Sunkist 70mg 190 50g 387g 375 ml 1.03
g/cm3
Mt. Dew 65mg 170 46g 387g 375 ml 1.03
g/cm3
Diet Coke 40mg 0 0 370g 375 ml .98
g/cm3
Sprite 60mg 140 38g 380g 375 ml 1.01
g/cm3
375 ml

• Which one will float in water? Diet Coke
Brand of
Soda
H2O
Density
Coke 45mg 140 39g 388g 375 ml 1.03
g/cm3
Sunkist 70mg 190 50g 387g 375 ml 1.03
g/cm3
Mt. Dew 65mg 170 46g 387g 375 ml 1.03
g/cm3
Diet Coke 40mg 0 0 370g 375 ml .98
g/cm3
Sprite 60mg 140 38g 380g 375 ml 1.01
g/cm3
375 ml

• Answer: The diet soda floats because it
has a density of less than 1.

– The regular soda sinks because the
abundance of sugar increases its density.

– We should bring Diet Coke as it will not sink to
the bottom of the river?

– Any objections or other considerations?

– Any objections or other considerations?
– Should we bring Mtn. Dew?

• Video Link! (Optional) Mtn. Dew Mouth.
– How Mtn. Dew and other sodas can cause
serious tooth decay if misused.
– http://www.mefeedia.com/video/14377911

• Activity! CSI

• Activity! CSI
– You will visit a crime scene.

• Activity! CSI
– Sketch out the scene focusing on all of your
observations.

• Activity! CSI
observations.
– Create a hypothesis (educated guess) of what
happened based on your observations.

• Activity! CSI
observations.
– Create a hypothesis (educated guess) of what
happened based on your observations.
– Draw a conclusion based on evidence.

• Activity! (Optional) Times Have Changed.

• Activity Sheet Available, Times have
changed, Trials, Average.
– Variance and Standard Deviation Extension

• Note- The learning today will only partly be
about variations in sound.

• Note- The learning today will only partly be
about variations in sound.
– Learning how to conduct trials is an important
skill that will occur in this activity.

• We must use the scientific method to gather
empirical and measurable evidence.

– The sample size should be large.

– Random sampling techniques should be used.

– Random sampling techniques should be used.
– All biases should be avoided and poorly
collected data should be thrown out.

• Please create the following spreadsheet.
1 2 3 4 5 6 7 8 9 10Trials
Old
New
1 2 3 4 5 6 7 8 9 10Trials
Old
New

• Problem: Can you determine an old penny
from a new penny by the sound it makes
when dropped?

when dropped?
– Old = Made before 1982
– New = Made after 1982

• Activity! (Optional) Times Have Changed.
– Pennies have changed in composition over
the years. (Background Information)
• 1793–1857 100% copper
• 1857–1864 88% copper, 12% nickel
• 1864–1962 bronze (95% copper, 5% tin
and zinc)
• 1943 zinc-coated steel
• 1944–1946 brass (95% copper, 5% zinc)
• 1962–1982 brass (95% copper, 5% zinc)
• 1982–present 97.5% zinc, 2.5% copper

• Make an educated guess called a
hypothesis for the problem.
– Problem: Can you determine an old penny
when dropped?

• Please drop an old penny and a new penny
15 times each from a height of 30 cm onto a
hard surface and listen to the sound it makes.

• Example of tester organizing trials.
1 2 3 4 5 6 7 8 9 10
Old Old Old Old Old
New New New New New
Trials
Old
New

• Activity! Times Have Changed
– Choose a partner for this project that was not
next to you during random order collection.
– Keep your random test order hidden from your
new partner / listener.
– Listener should keep eyes closed during each
drop and until pennies have been collected.
• Old and new pennies look differently.
– Tester and listener must communicate for each
drop. Tester says “dropping” and listener says
“drop away.” Listener can open eyes when tester
says pennies have been collected and mark their
guess on the listener spreadsheet.

when dropped?
–Score your own sheet
• (10 pts for correct response)
–Gather the entire classes scores to obtain
average / mean.
• Add all of the scores and divide by the number of
students.
– What was the average grade / mean (%)
• Do our results answer the problem?

• Continuation (Optional) Finding standard
deviation and variance.
– Standard variation is the square root on the
variance.
– Variance: The average of the squared
differences from the mean.

• Statistical Methods
– The mean / average was…
– Everyone calculate how far away their data was
from the mean / average.
• Ex.) The mean was 80 and I got 60 so I was 20 from
the mean.
– To calculate the variance, take each difference,
square it, and then average the result as a class.
• Ex) 22 + 4.52 + 1.52 + 3.52 + (rest of class)
Divide by total # of students = variance

• The Standard Deviation is just the square
root of the Variance.
– So square the variance that we found.
Example…
6523 = 80.76%
We now have a standard to show which scores
are high and low and to help answer our problem.

• The Standard Deviation is just the square
root of the Variance.
– So square the variance that we found.
Example…
6523 = 80.76%
We now have a standard to show which scores
are high and low and to help answer our problem.
Standard Deviation and Variance. Learn more at…
http://www.mathsisfun.com/data/standard-deviation.html

• Stand Deviation Calculator:
– Did we calculate correctly?
– http://www.mathsisfun.com/data/standard-
deviation-calculator.html

• Raise your hand when you think you know
the picture beneath the boxes.
– You only get one guess.

“Subliminal advertising” “This is
wrong on so many levels.”

“Never conclude a
lab report with…”

• Remember to use, and encourage others
to use the Metric System!

• You should be very close to completion of
your bundle.

• You can now add information to the white
spaces around the following.
– You can also color the sketches and text.

Magnification:
The act of
expanding
something in
apparent size.
King
Henry
Died
While
Drinking
Chocolate
Milk

Magnification:
The act of
expanding
something in
apparent size.
King
Henry
Died
While
Drinking
Chocolate
Milk
A study of natural phenomenon.
A systematic study and method.
Knowledge through experience.

Magnification:
The act of
expanding
something in
apparent size.
King
Henry
Died
While
Drinking
Chocolate
Milk
Is safe!
Is accurate, precise and methodical.
Is unbiased, a seeker of the truth.
Can observe and question.
Can find solutions, reasons, and research.
Works in all weather conditions if safe.
Can overcome obstacles.
Collaborates (talks) with others.

Magnification:
The act of
expanding
something in
apparent size.
King
Henry
Died
While
Drinking
Chocolate
Milk
Is safe!
Is accurate, precise and methodical.
Is unbiased, a seeker of the truth.
Can observe and question.
Can find solutions, reasons, and research.
Works in all weather conditions if safe.
Can overcome obstacles.
Collaborates (talks) with others.
A process that is the basis for
scientific inquiry questioning and
understanding.

• Activity! Science Skills Unit Review Game

• Activity! (Optional) Making Goop / Time
to show me your science skills.
– Available Sheet

• Activity! (Optional) Making Goop
• Directions in video and on next slide.
• http://www.youtube.com/watch?v=48-
DU0kQtPg

• Materials
– Glue bottle (4oz)
– 2 mixing bowls
– Water
– Mixing spoon
– Measuring Cups
– Borax
– Measuring spoon
– Sealable Bag

• Procedure:
– 1.) Squeeze glue into bowl.
– 2.) Fill glue bottle with water, cap, mix, and pour into the
glue in bowl.
– 3.) Stir and add desired food coloring.
– 4.) Set that bowl aside.
– 5.) In new bowl mix 1 cup of water with 1 tablespoon of
borax and stir.
– 6.) Add 1/3 a cup of borax and water mixture into a bowl
and stir.
– 7.) Slowly add the contents from the glue bowl into the
borax bowl while you stir.
– 8.) Pick up goop and work it with your hands. Put in
plastic bag and clean up area.
– 9.)Once area is clean you can play with goop.

• Goop is a polymer you can make from white
glue and borax.
– Borax is a cleaning agent and natural mineral
composed of sodium, boron, oxygen and water.
– The Elmer’s glue is a long-chained polymer (Poly
Vinyl Acetate), meaning it is a set of molecules
that are linked together in a long chain.
– When added together, the borate ions bond with
water molecules. These long polymers link
together to form a matrix that is not very strong.
– This why goop is stretchable and considered a
Non-Newtonian Fluid. High Viscosity.

• “AYE” Advance Your Exploration ELA and
Literacy Opportunity Worksheet
– Visit some of the many provided links or..
– Articles can be found at (w/ membership to
NABT and NSTA)
• http://www.nabt.org/websites/institution/index.php?p=
1
• http://learningcenter.nsta.org/browse_journals.aspx?j
ournal=tst
Please visit at least one of the
“learn more” educational links
provided in this unit and complete
this worksheet

• “AYE” Advance Your Exploration ELA and
Literacy Opportunity Worksheet
– Visit some of the many provided links or..
– Articles can be found at (w/ membership to and
NSTA)
• http://www.sciencedaily.com/
• http://www.sciencemag.org/
• http://learningcenter.nsta.org/browse_journals.aspx?jo
urnal=tst

• More Units Available at…
Earth Science: The Soil Science and Glaciers Unit, The Geology Topics
Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The
River Unit, The Water Molecule Unit.
Physical Science: The Laws of Motion and Machines Unit, The Atoms
and Periodic Table Unit, The Energy and the Environment Unit, and The
Introduction to Science / Metric Unit.
Life Science: The Diseases and Cells Unit, The DNA and Genetics Unit,
The Life Topics Unit, The Plant Unit, The Taxonomy and Classification
Unit, Ecology: Feeding Levels Unit, Ecology: Interactions Unit, Ecology:
Abiotic Factors, The Evolution and Natural Selection Unit and the Human
Body Systems and Health Topics Unit

Areas of Focus within The Science Skills Unit:
Lab Safety, Lab Safety Equipment, Magnification, Microscopes,
Stereoscopes, Hand Lenses, Electron Microscopes, Compound
Light Microscopes, Parts of a Compound Microscope, Metric
System, International System of Units, Scientific Notation, Base
Units, Mass, Volume, Density, Temperature, Time, Other SI Units,
Observation, Inferences, Scientific Method, What is Science? What
makes a good scientist? Types of Scientists, Branches of Science,
Scientific Method, Hypothesis, Observations, Inferences.
Hundreds of PowerPoint samples, the bundled homework package, unit notes,
and much more can be previewed at…
http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods.
html

• This PowerPoint is on small part of my Science Skills Unit. This unit
includes…
• A Four Part 2,000+ Slide PowerPoint presentation full of class
activities, review opportunities, project ideas, video linksm
discussion questions, and much more.
• 16 page bundled homework package that chronologically follows the
PowerPoint slideshow. Modified version provided.
• Worksheets, curriculum guide, Common Core worksheet.
• 15 pages of unit notes with visuals for students who require
assistance and support staff.
• Many video and academic links
• 1 PowerPoint review game with answer key.
• Flashcards, rubrics, activity sheets, and much more.
• http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Me
tric_Methods.html

• Please visit the links below to learn more
about each of the units in this curriculum
– These units take me about four years to complete
with my students in grades 5-10.
Earth Science Units Extended Tour Link and Curriculum Guide
Geology Topics Unit http://sciencepowerpoint.com/Geology_Unit.html
Astronomy Topics Unit http://sciencepowerpoint.com/Astronomy_Unit.html
Weather and Climate Unit http://sciencepowerpoint.com/Weather_Climate_Unit.html
Soil Science, Weathering, More http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html
Water Unit http://sciencepowerpoint.com/Water_Molecule_Unit.html
Rivers Unit http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html
= Easier = More Difficult = Most Difficult
5th – 7th grade 6th – 8th grade 8th – 10th grade

Physical Science Units Extended Tour Link and Curriculum Guide
Science Skills Unit http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods.
html
Motion and Machines Unit http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html
Matter, Energy, Envs. Unit http://sciencepowerpoint.com/Energy_Topics_Unit.html
Atoms and Periodic Table Unit http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html
Life Science Units Extended Tour Link and Curriculum Guide
Human Body / Health Topics
http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html
DNA and Genetics Unit http://sciencepowerpoint.com/DNA_Genetics_Unit.html
Cell Biology Unit http://sciencepowerpoint.com/Cellular_Biology_Unit.html
Infectious Diseases Unit http://sciencepowerpoint.com/Infectious_Diseases_Unit.html
Taxonomy and Classification Unit http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html
Evolution / Natural Selection Unit http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html
Botany Topics Unit http://sciencepowerpoint.com/Plant_Botany_Unit.html
Ecology Feeding Levels Unit http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm
Ecology Interactions Unit http://sciencepowerpoint.com/Ecology_Interactions_Unit.html
Ecology Abiotic Factors Unit http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html

• The entire four year curriculum can be found at...
http://sciencepowerpoint.com/ Please feel free to
contact me with any questions you may have.
Thank you for your interest in this curriculum.
Sincerely,
Ryan Murphy M.Ed
www.sciencepowerpoint@gmail.com

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Observation Science PowerPoint, Scientific Method

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