SlideShare una empresa de Scribd logo

Scientific Method and Variables

•
•
www.sciencepowerpoint.com
www.sciencepowerpoint.com

A 2000+ slide PowerPoint presentation from www.sciencepowerpoint.com becomes the roadmap for an amazing learning experience. Complete with homework package, built-in activities with directions, built-in quizzes, unit notes, follow along worksheets, answer keys, video links, review games, rubrics, and much more. Also included are directions on how create a student version of the unit that is much like the teachers but missing the answer keys, quizzes, PowerPoint review games, hidden box challenges, owl, and surprises meant for the classroom. This is a great resource to distribute to your students and support professionals and will only take you a few minutes to create. This is a great introductory unit that covers science topics associated with Lab Safety, Magnification, Base Units of the Metric System, Scientific Method, Inferences, and Observation Skills (See list below for more topics covered). This unit includes an interactive and engaging PowerPoint Presentation of 2000 slides with built in class notes (Red Slides), lab activities, project ideas, discussion questions, assessments (Quiz Wiz), and challenge questions with answers. Text is in large print (32 font) and is placed at the top of each slide so it can seen and read from all angles of a classroom. A shade technique, as well as color coded text helps to increase student focus and allows teacher to control pace of the lessons. Also included is a 10 page assessment / bundled homework that chronologically follows the slideshow for nightly homework and end of the unit assessment, as well as a 9 page modified assessment. 14 pages of class notes with images are also included for students who require modifications, as well as answer keys to both of the assessments for support professionals, teachers, and home school parents. Several video links are provided and a slide within the slideshow cues teacher / parent when the videos are most relevant to play. Video shorts usually range from 2-7 minutes. One PowerPoint review game (125+ slides)is included. Answers to the PowerPoint review game are provided in PowerPoint form so students can self-assess. Lastly, several class games such as guess the hidden picture beneath the boxes, and the find the hidden owl somewhere within the slideshow are provided. Difficulty rating of 5 (Ten is most difficult) Thank you for time and if you have any questions please feel free to contact me at www.sciencepowerpoint@gmail.com. Best wishes. Teaching Duration = 4+ Weeks Sincerely, Ryan Murphy M.Ed Science PowerPoints

EducaciónTecnologíaEntretenimiento y humor
1 de 284
Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
• 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. Copyright © 2010 Ryan P. Murphy
• http://sciencepowerpoint.com/
-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
 New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy
 New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy
 New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy
 New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy
 New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy
 New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy
• What is science? Copyright © 2010 Ryan P. Murphy
 Science is…  -  -  - Copyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. Murphy
 A study of natural phenomenon.
 A systematic study and method.
 A systematic study and method. Copyright © 2010 Ryan P. Murphy
 A systematic study and method. Copyright © 2010 Ryan P. Murphy
 A systematic study and method. Copyright © 2010 Ryan P. Murphy
 A systematic study and method. Copyright © 2010 Ryan P. Murphy
 A systematic study and method. Copyright © 2010 Ryan P. Murphy
 A systematic study and method. Copyright © 2010 Ryan P. Murphy
 A systematic study and method. Copyright © 2010 Ryan P. Murphy
 Knowledge through experience. Copyright © 2010 Ryan P. Murphy
 A good Scientist is….  -  -  -  -  -  -  -  - Copyright © 2010 Ryan P. Murphy
 Is safe! Copyright © 2010 Ryan P. Murphy
 Is safe! Copyright © 2010 Ryan P. Murphy
 Is accurate, precise and methodical. Copyright © 2010 Ryan P. Murphy
 Is unbiased, a seeker of the truth. Copyright © 2010 Ryan P. Murphy
 Can observe and question. Copyright © 2010 Ryan P. Murphy
 Can find solutions, reasons, and research. Copyright © 2010 Ryan P. Murphy
 Works in all weather conditions if safe. Copyright © 2010 Ryan P. Murphy
 Can overcome obstacles. Copyright © 2010 Ryan P. Murphy
 Collaborates (talks) with others. Copyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. Murphy S C I e N C e For RealT O D A Y F U N
 Science is a systematic attempt to get around human limitations.  Science tries to remove personal experience from the scientific process.
 Science is a systematic attempt to get around human limitations.  Science tries to remove personal experience from the scientific process. Copyright © 2010 Ryan P. Murphy
 Science is a systematic attempt to get around human limitations.  Science tries to remove personal experience from the scientific process. Copyright © 2010 Ryan P. Murphy “I love Science
 Science is a systematic attempt to get around human limitations.  Science tries to remove personal experience from the scientific process. Copyright © 2010 Ryan P. Murphy “I love ScienceThis data set makes me happy
 Science is a systematic attempt to get around human limitations.  Science tries to remove personal experience from the scientific process. Copyright © 2010 Ryan P. Murphy “I love Science.”“This data set makes me happy.” “I wanted better data.”
 Science is a systematic attempt to get around human limitations.  Science tries to remove personal experience from the scientific process. Copyright © 2010 Ryan P. Murphy “I love Science.”“This data set makes me happy.” “I wanted better data.” “Failure is not an option.”
 Science is a systematic attempt to get around human limitations.  Science tries to remove personal experience from the scientific process. Copyright © 2010 Ryan P. Murphy “I love Science.”“This data set makes me happy.” “I wanted better data.” “Failure is not an option.”
 TRY AND WRITE WITHOUT PERSONAL PRONOUNS.  DO NOT USE…I, me, you, he, she, we, you, they, them, theirs, names, etc. Copyright © 2010 Ryan P. Murphy
 TRY AND WRITE WITHOUT PERSONAL PRONOUNS.  DO NOT USE…I, me, you, he, she, we, you, they, them, theirs, names, etc. Copyright © 2010 Ryan P. Murphy
• Do not end science writing with the words “The End.” Save that for Disney movies. Copyright © 2010 Ryan P. Murphy
• Activity! Please pass three items around the table three times. – Then write about your experience without using any personal pronouns. Copyright © 2010 Ryan P. Murphy
• Activity! Please pass three items around the table three times. – Then write about your experience without using any personal pronouns. Copyright © 2010 Ryan P. Murphy
• How the paragraph could have been written. Copyright © 2010 Ryan P. Murphy
• How the paragraph could have been written. – Three items were passed around the table in a random fashion. Each member of the table passed and contributed one item. Copyright © 2010 Ryan P. Murphy
• Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
• Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. Copyright © 2010 Ryan P. Murphy
• Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. Copyright © 2010 Ryan P. Murphy
• Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
• Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
• Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. Murphy
• Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
• Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
• Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
• Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
• Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. Murphy
• Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.
• Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.
• Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
• Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
• Branches of Science… – How many branches of science do you know. – - – - – - – - – - – - – - – - Copyright © 2010 Ryan P. Murphy
• Types of scientists… – Biology – The study of life. – Geology – The study of Earth. – Chemistry – The study of Matter. – Physics – The study of matter and energy. – - – - – - – - – -The list will continue on the next page. Each branch is a possible career field for you. Copyright © 2010 Ryan P. Murphy
• Aerodynamics: the study of the motion of gas on objects and the forces created • Anatomy: the study of the structure and organization of living things • Anthropology: the study of human cultures both past and present • Archaeology: the study of the material remains of cultures • Astronomy: the study of celestial objects in the universe • Astrophysics: the study of the physics of the universe • Bacteriology: the study of bacteria in relation to disease • Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms • Biophysics: the application of theories and methods of the physical sciences to questions of biology • Biology: the science that studies living organisms • Botany: the scientific study of plant life • Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms • Chemistry: the science of matter and its interactions with energy and itself
• Climatology: the study of climates and investigations of its phenomena and causes • Computer Science: the systematic study of computing systems and computation • Ecology: the study of how organisms interact with each other and their environment • Electronics: science and technology of electronic phenomena • Engineering: the practical application of science to commerce or industry • Entomology: the study of insects • Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment • Forestry: the science of studying and managing forests and plantations, and related natural resources • Genetics: the science of genes, heredity, and the variation of organisms • Geology: the science of the Earth, its structure, and history
• Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement • Medicine: the science concerned with maintaining health and restoring it by treating disease • Meteorology: study of the atmosphere that focuses on weather processes and forecasting • Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes • Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals • Molecular Biology: the study of biology at a molecular level. • Nuclear Physics: the branch of physics concerned with the nucleus of the atom • Neurology: the branch of medicine dealing with the nervous system and its disorders • Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes
• Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon- containing compounds • Ornithology: the study of birds • Paleontology: the study of life-forms existing in former geological time periods • Petrology: the geological and chemical study of rocks • Physics: the study of the behavior and properties of matter • Physiology: the study of the mechanical, physical, and biochemical functions of living organisms • Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes • Seismology: the study of earthquakes and the movement of waves through the Earth • Taxonomy: the science of classification of animals and plants • Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes • Zoology: the study of animals
• Aerodynamics: the study of the motion of gas on objects and the forces created • Anatomy: the study of the structure and organization of living things • Anthropology: the study of human cultures both past and present • Archaeology: the study of the material remains of cultures • Astronomy: the study of celestial objects in the universe • Astrophysics: the study of the physics of the universe • Bacteriology: the study of bacteria in relation to disease • Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms • Biophysics: the application of theories and methods of the physical sciences to questions of biology • Biology: the science that studies living organisms • Botany: the scientific study of plant life • Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms • Chemistry: the science of matter and its interactions with energy and itself • Climatology: the study of climates and investigations of its phenomena and causes • Computer Science: the systematic study of computing systems and computation • Ecology: the study of how organisms interact with each other and their environment • Electronics: science and technology of electronic phenomena • Engineering: the practical application of science to commerce or industry • Entomology: the study of insects • Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment • Forestry: the science of studying and managing forests and plantations, and related natural resources • Genetics: the science of genes, heredity, and the variation of organisms • Geology: the science of the Earth, its structure, and history • Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement • Medicine: the science concerned with maintaining health and restoring it by treating disease • Meteorology: study of the atmosphere that focuses on weather processes and forecasting • Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes • Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals • Molecular Biology: the study of biology at a molecular level. • Nuclear Physics: the branch of physics concerned with the nucleus of the atom • Neurology: the branch of medicine dealing with the nervous system and its disorders • Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes • Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon-containing compounds • Ornithology: the study of birds • Paleontology: the study of life-forms existing in former geological time periods • Petrology: the geological and chemical study of rocks • Physics: the study of the behavior and properties of matter • Physiology: the study of the mechanical, physical, and biochemical functions of living organisms • Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes • Seismology: the study of earthquakes and the movement of waves through the Earth • Taxonomy: the science of classification of animals and plants • Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes • Zoology: the study of animals
• Aerodynamics: the study of the motion of gas on objects and the forces created • Anatomy: the study of the structure and organization of living things • Anthropology: the study of human cultures both past and present • Archaeology: the study of the material remains of cultures • Astronomy: the study of celestial objects in the universe • Astrophysics: the study of the physics of the universe • Bacteriology: the study of bacteria in relation to disease • Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms • Biophysics: the application of theories and methods of the physical sciences to questions of biology • Biology: the science that studies living organisms • Botany: the scientific study of plant life • Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms • Chemistry: the science of matter and its interactions with energy and itself • Climatology: the study of climates and investigations of its phenomena and causes • Computer Science: the systematic study of computing systems and computation • Ecology: the study of how organisms interact with each other and their environment • Electronics: science and technology of electronic phenomena • Engineering: the practical application of science to commerce or industry • Entomology: the study of insects • Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment • Forestry: the science of studying and managing forests and plantations, and related natural resources • Genetics: the science of genes, heredity, and the variation of organisms • Geology: the science of the Earth, its structure, and history • Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement • Medicine: the science concerned with maintaining health and restoring it by treating disease • Meteorology: study of the atmosphere that focuses on weather processes and forecasting • Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes • Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals • Molecular Biology: the study of biology at a molecular level. • Nuclear Physics: the branch of physics concerned with the nucleus of the atom • Neurology: the branch of medicine dealing with the nervous system and its disorders • Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes • Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon-containing compounds • Ornithology: the study of birds • Paleontology: the study of life-forms existing in former geological time periods • Petrology: the geological and chemical study of rocks • Physics: the study of the behavior and properties of matter • Physiology: the study of the mechanical, physical, and biochemical functions of living organisms • Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes • Seismology: the study of earthquakes and the movement of waves through the Earth • Taxonomy: the science of classification of animals and plants • Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes • Zoology: the study of animals
 Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy
 Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy
 Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy
 Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy
 Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy
• Activity! Sketching out the scientific method. Copyright © 2010 Ryan P. Murphy
• Activity! Sketching out the scientific method. – This requires a full page and will look like the example on the next page when done. Copyright © 2010 Ryan P. Murphy
Observe Add to background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Copyright © 2010 Ryan P. Murphy
Observe and question Copyright © 2010 Ryan P. Murphy
Observe Collect background information Copyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. Murphy
Observe Collect background information Form a Hypothesis
Observe Collect background information Form a Hypothesis Create an experiment with a control group and experimental group.
Observe Collect background information Form a Hypothesis Create an experiment with a control group and experimental group. Collect data Copyright © 2010 Ryan P. Murphy
Observe Collect background information Form a Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Copyright © 2010 Ryan P. Murphy
Observe Collect background information Form a Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Reject hypothesis Copyright © 2010 Ryan P. Murphy
Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Reject hypothesis Copyright © 2010 Ryan P. Murphy
Observe Collect background information Form a new Hypothesis Create a new experiment with a control group and experimental group. Collect data Analyze the data Reject hypothesis Copyright © 2010 Ryan P. Murphy
Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Copyright © 2010 Ryan P. Murphy
Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Copyright © 2010 Ryan P. Murphy
Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Copyright © 2010 Ryan P. Murphy
Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Copyright © 2010 Ryan P. Murphy
Observe Add to background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Copyright © 2010 Ryan P. Murphy
Observe Add to background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Copyright © 2010 Ryan P. Murphy
Observe Add to background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Copyright © 2010 Ryan P. Murphy
Observe Add to background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Copyright © 2010 Ryan P. Murphy Learn more about the scientific method: http://teacher.nsrl.rochester.edu/phy_labs/appendixe/appendixe.ht ml
• Experiments search for cause and effect relationships in nature.
• Experiments search for cause and effect relationships in nature. • These changing quantities are called variables.
• Does your grade depend on how much time you spend on your work?
• Does your grade depend on how much time you spend on your work? – The dependent variable depends on other factors (how much you studied, effort, etc.)
• Does your grade depend on how much time you spend on your work? – The dependent variable depends on other factors (how much you studied, effort, etc.) – Independent variable is the one you have control over (how much you studied).
• Does your grade depend on how much time you spend on your work? – The dependent variable depends on other factors (how much you studied, effort, etc.) – Independent variable is the one you have control over (how much you studied). • You have control over your grades.
 Variable: Changing quantity of something.  -  -  -
 Variable: Changing quantity of something.  -  -  -
 Variable: Changing quantity of something.  -  -  -
 Variable: Changing quantity of something.  -  -  -
 Independent: (Change) The variable you have control over, what you can choose and manipulate.
 Independent: (Change) The variable you have control over, what you can choose and manipulate.
 Independent: (Change) The variable you have control over, what you can choose and manipulate.
 Dependent: (Observe) What you measure in the experiment and what is affected during the experiment.
 Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test.
 Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test.
 Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test.
 Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test. Everything is exactly the same except for the independent variable
Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on his counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. – Everything is the same except for the minerals
• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The students injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers. • Control = Both containers were identical except one was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers. • Control = Both containers were identical except one was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers. • Control = Both containers were identical except one was given cigarette smoke (independent variable).
• A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
• A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
• A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
• A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
• A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
• A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
• A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
• A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
• A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
• A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
• A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
• A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
• A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
• A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
• Activity! Investigating the scientific method and soda cans. Copyright © 2010 Ryan P. Murphy
• Soda and the Scientific Method. Copyright © 2010 Ryan P. Murphy
• Soda and the Scientific Method. – Problem: What type of soda should we bring on a rafting trip? Copyright © 2010 Ryan P. Murphy
• Soda and the Scientific Method. – Problem: What type of soda should we bring on a rafting trip? – We are going rafting down a Class V section of whitewater. Copyright © 2010 Ryan P. Murphy
• Soda and the Scientific Method. – Problem: What type of soda should we bring 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. Copyright © 2010 Ryan P. Murphy
• Please set up the spread sheet below. (6 by 7) Copyright © 2010 Ryan P. Murphy 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) Copyright © 2010 Ryan P. Murphy 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! Copyright © 2010 Ryan P. Murphy
• 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! Copyright © 2010 Ryan P. Murphy
• 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! Copyright © 2010 Ryan P. Murphy
• 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! Copyright © 2010 Ryan P. Murphy
• 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! Copyright © 2010 Ryan P. Murphy
• 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. Copyright © 2010 Ryan P. Murphy
• Answers Copyright © 2010 Ryan P. Murphy 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
• Answers Copyright © 2010 Ryan P. Murphy 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
• Soda and Scientific Method – Determine the density of each soda D= M/V – Mass (g) – Density = ----------------- = _______ g/cm3 – Volume cm3 Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy 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
Copyright © 2010 Ryan P. Murphy 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
Copyright © 2010 Ryan P. Murphy 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
Copyright © 2010 Ryan P. Murphy 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
Copyright © 2010 Ryan P. Murphy 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
Copyright © 2010 Ryan P. Murphy 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
Copyright © 2010 Ryan P. Murphy 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
Copyright © 2010 Ryan P. Murphy 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
Copyright © 2010 Ryan P. Murphy 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
Copyright © 2010 Ryan P. Murphy 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
Copyright © 2010 Ryan P. Murphy 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
• Which one will float in water? Copyright © 2010 Ryan P. Murphy 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
• Which one will float in water? Diet Coke Copyright © 2010 Ryan P. Murphy 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
• Answer: The diet soda floats because it has a density of less than 1. Copyright © 2010 Ryan P. Murphy
• 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. Copyright © 2010 Ryan P. Murphy
• 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? Copyright © 2010 Ryan P. Murphy
• 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? Copyright © 2010 Ryan P. Murphy
• 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? – Should we bring Mtn. Dew? Copyright © 2010 Ryan P. Murphy
• 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 Copyright © 2010 Ryan P. Murphy
• Activity! CSI Copyright © 2010 Ryan P. Murphy
• Activity! CSI – You will visit a crime scene. Copyright © 2010 Ryan P. Murphy
• Activity! CSI – You will visit a crime scene. – Sketch out the scene focusing on all of your observations. Copyright © 2010 Ryan P. Murphy
• Activity! CSI – You will visit a crime scene. – Sketch out the scene focusing on all of your observations. – Create a hypothesis (educated guess) of what happened based on your observations. Copyright © 2010 Ryan P. Murphy
• Activity! CSI – You will visit a crime scene. – Sketch out the scene focusing on all of your observations. – Create a hypothesis (educated guess) of what happened based on your observations. – Draw a conclusion based on evidence. Copyright © 2010 Ryan P. Murphy
• Activity! (Optional) Times Have Changed. Copyright © 2010 Ryan P. Murphy
• 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.
• We must use the scientific method to gather empirical and measurable evidence. – The sample size should be large.
• We must use the scientific method to gather empirical and measurable evidence. – The sample size should be large. – Random sampling techniques should be used.
• We must use the scientific method to gather empirical and measurable evidence. – The sample size should be large. – 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
• 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?
• Problem: Can you determine an old penny from a new penny by the sound it makes when dropped? – Old = Made before 1982 – New = Made after 1982
• Problem: Can you determine an old penny from a new penny by the sound it makes 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
• 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 from a new penny by the sound it makes 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. Copyright © 2010 Ryan P. Murphy
• Problem: Can you determine an old penny from a new penny by the sound it makes 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
• Remember to use, and encourage others to use the Metric System! Copyright © 2010 Ryan P. Murphy
• 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
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 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 A study of natural phenomenon. A systematic study and method. Knowledge through experience. 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 A study of natural phenomenon. A systematic study and method. Knowledge through experience. 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 A study of natural phenomenon. A systematic study and method. Knowledge through experience. 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.
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. 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.
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. 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 Copyright © 2010 Ryan P. Murphy
• 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 Copyright © 2010 Ryan P. Murphy
• http://sciencepowerpoint.com/
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
http://www.teacherspaytea chers.com/Product/Physical -Science-Curriculum- 596485 http://www.teacherspayt eachers.com/Product/Life -Science-Curriculum- 601267 http://www.teacherspayt eachers.com/Product/Eart h-Science-Curriculum- 590950
• http://sciencepowerpoint.com/

Recomendados

Scientific method powerpoint
Scientific method powerpointScientific method powerpoint
Scientific method powerpointAmy Allen
 
Combustion
CombustionCombustion
CombustionNishika Singhal
 
Heat Transfer Lesson PowerPoint, Convection, Conduction, Radiation, Labs
Heat Transfer Lesson PowerPoint, Convection, Conduction, Radiation, LabsHeat Transfer Lesson PowerPoint, Convection, Conduction, Radiation, Labs
Heat Transfer Lesson PowerPoint, Convection, Conduction, Radiation, Labswww.sciencepowerpoint.com
 
Heat & Temperature
Heat & TemperatureHeat & Temperature
Heat & TemperatureAntrikshPatel
 
Rate of reaction chemical kinetics (condensed)
Rate of reaction chemical kinetics (condensed)Rate of reaction chemical kinetics (condensed)
Rate of reaction chemical kinetics (condensed)jslayer
 
Chemistry - Chp 20 - Oxidation Reduction Reactions - PowerPoint
Chemistry - Chp 20 - Oxidation Reduction Reactions - PowerPointChemistry - Chp 20 - Oxidation Reduction Reactions - PowerPoint
Chemistry - Chp 20 - Oxidation Reduction Reactions - PowerPointMel Anthony Pepito
 
Effect of Temperature to the Speed of Sound.pptx
Effect of Temperature to the Speed of Sound.pptxEffect of Temperature to the Speed of Sound.pptx
Effect of Temperature to the Speed of Sound.pptxAeve May Lanaja
 
Kel 03-potensiometri
Kel 03-potensiometriKel 03-potensiometri
Kel 03-potensiometriAim Canser
 

Recomendados

Scientific method powerpoint
Scientific method powerpointScientific method powerpoint
Scientific method powerpointAmy Allen
 
Combustion
CombustionCombustion
CombustionNishika Singhal
 
Heat Transfer Lesson PowerPoint, Convection, Conduction, Radiation, Labs
Heat Transfer Lesson PowerPoint, Convection, Conduction, Radiation, LabsHeat Transfer Lesson PowerPoint, Convection, Conduction, Radiation, Labs
Heat Transfer Lesson PowerPoint, Convection, Conduction, Radiation, Labswww.sciencepowerpoint.com
 
Heat & Temperature
Heat & TemperatureHeat & Temperature
Heat & TemperatureAntrikshPatel
 
Rate of reaction chemical kinetics (condensed)
Rate of reaction chemical kinetics (condensed)Rate of reaction chemical kinetics (condensed)
Rate of reaction chemical kinetics (condensed)jslayer
 
Chemistry - Chp 20 - Oxidation Reduction Reactions - PowerPoint
Chemistry - Chp 20 - Oxidation Reduction Reactions - PowerPointChemistry - Chp 20 - Oxidation Reduction Reactions - PowerPoint
Chemistry - Chp 20 - Oxidation Reduction Reactions - PowerPointMel Anthony Pepito
 
Effect of Temperature to the Speed of Sound.pptx
Effect of Temperature to the Speed of Sound.pptxEffect of Temperature to the Speed of Sound.pptx
Effect of Temperature to the Speed of Sound.pptxAeve May Lanaja
 
Kel 03-potensiometri
Kel 03-potensiometriKel 03-potensiometri
Kel 03-potensiometriAim Canser
 
Electromagnets.ppt
Electromagnets.pptElectromagnets.ppt
Electromagnets.pptNeil MacIntosh
 
Compounds And Mixtures
Compounds And MixturesCompounds And Mixtures
Compounds And MixturesKerri Checchia
 
Unsaturated, saturated and supersaturated solutions
Unsaturated, saturated and supersaturated solutionsUnsaturated, saturated and supersaturated solutions
Unsaturated, saturated and supersaturated solutionsInternational advisers
 
Lss acids and alkalis
Lss acids and alkalisLss acids and alkalis
Lss acids and alkalisJacklyn Kong
 
lesson plan
lesson planlesson plan
lesson planneethulalmini
 
20 concentration of solutions
20 concentration of solutions20 concentration of solutions
20 concentration of solutionsmrtangextrahelp
 
Module 1 Scientific Method Ppt
Module 1 Scientific Method PptModule 1 Scientific Method Ppt
Module 1 Scientific Method PptNCVPS
 
7th Grade Scientific method notes
7th Grade Scientific method notes7th Grade Scientific method notes
7th Grade Scientific method notesJenny Dixon
 
Limiting reagents
Limiting reagentsLimiting reagents
Limiting reagentsLAKSH CHOUDHARY
 
The mole
The moleThe mole
The moleKevin Cram
 
Observations vs-inferencespart one
Observations vs-inferencespart oneObservations vs-inferencespart one
Observations vs-inferencespart onejschmied
 
Boyle's Law
Boyle's LawBoyle's Law
Boyle's LawNurul Fadhilah
 
Sample Semi-detailed Lesson Plan for Grade 8 Science, Prepared by: Edsyl Ber...
Sample Semi-detailed Lesson Plan for Grade 8 Science, Prepared by: Edsyl Ber...Sample Semi-detailed Lesson Plan for Grade 8 Science, Prepared by: Edsyl Ber...
Sample Semi-detailed Lesson Plan for Grade 8 Science, Prepared by: Edsyl Ber...ROMAN C. VILLALON MEMORIAL COLLEGES FOUNDATION INC.
 
Freezing, melting, and evaporation
Freezing, melting, and evaporationFreezing, melting, and evaporation
Freezing, melting, and evaporationHitesh Juneja
 
Scientific method ppt
Scientific method pptScientific method ppt
Scientific method pptmark Russo
 
temperature and heat
temperature and heattemperature and heat
temperature and heatRosie Leone
 
CBR STRUKTUR DAN KEREAKTIFAN UNSUR BORON DAN SENYAWANYA
CBR STRUKTUR DAN KEREAKTIFAN UNSUR BORON DAN SENYAWANYACBR STRUKTUR DAN KEREAKTIFAN UNSUR BORON DAN SENYAWANYA
CBR STRUKTUR DAN KEREAKTIFAN UNSUR BORON DAN SENYAWANYALinda Rosita
 
Chapter 1 Rate of Reactions
Chapter 1 Rate of Reactions Chapter 1 Rate of Reactions
Chapter 1 Rate of Reactions Wong Hsiung
 
Balancing chemical equation
Balancing chemical equationBalancing chemical equation
Balancing chemical equationMarites Hugo
 
7E's Science Lesson plan
7E's Science Lesson plan7E's Science Lesson plan
7E's Science Lesson planDrMuttuVemula
 
Quick reminder Dependent variables
Quick reminder Dependent variablesQuick reminder Dependent variables
Quick reminder Dependent variablesKen Plummer
 
3 nutrientcycling11
3 nutrientcycling113 nutrientcycling11
3 nutrientcycling11jbgruver
 

Más contenido relacionado

La actualidad más candente

Compounds And Mixtures
Compounds And MixturesCompounds And Mixtures
Compounds And MixturesKerri Checchia
 
Unsaturated, saturated and supersaturated solutions
Unsaturated, saturated and supersaturated solutionsUnsaturated, saturated and supersaturated solutions
Unsaturated, saturated and supersaturated solutionsInternational advisers
 
Lss acids and alkalis
Lss acids and alkalisLss acids and alkalis
Lss acids and alkalisJacklyn Kong
 
20 concentration of solutions
20 concentration of solutions20 concentration of solutions
20 concentration of solutionsmrtangextrahelp
 
Module 1 Scientific Method Ppt
Module 1 Scientific Method PptModule 1 Scientific Method Ppt
Module 1 Scientific Method PptNCVPS
 
7th Grade Scientific method notes
7th Grade Scientific method notes7th Grade Scientific method notes
7th Grade Scientific method notesJenny Dixon
 
Observations vs-inferencespart one
Observations vs-inferencespart oneObservations vs-inferencespart one
Observations vs-inferencespart onejschmied
 
Freezing, melting, and evaporation
Freezing, melting, and evaporationFreezing, melting, and evaporation
Freezing, melting, and evaporationHitesh Juneja
 
Scientific method ppt
Scientific method pptScientific method ppt
Scientific method pptmark Russo
 
temperature and heat
temperature and heattemperature and heat
temperature and heatRosie Leone
 
CBR STRUKTUR DAN KEREAKTIFAN UNSUR BORON DAN SENYAWANYA
CBR STRUKTUR DAN KEREAKTIFAN UNSUR BORON DAN SENYAWANYACBR STRUKTUR DAN KEREAKTIFAN UNSUR BORON DAN SENYAWANYA
CBR STRUKTUR DAN KEREAKTIFAN UNSUR BORON DAN SENYAWANYALinda Rosita
 
Chapter 1 Rate of Reactions
Chapter 1 Rate of Reactions Chapter 1 Rate of Reactions
Chapter 1 Rate of Reactions Wong Hsiung
 
Balancing chemical equation
Balancing chemical equationBalancing chemical equation
Balancing chemical equationMarites Hugo
 
7E's Science Lesson plan
7E's Science Lesson plan7E's Science Lesson plan
7E's Science Lesson planDrMuttuVemula
 

La actualidad más candente (20)

Electromagnets.ppt
Electromagnets.pptElectromagnets.ppt
Electromagnets.ppt
 
Compounds And Mixtures
Compounds And MixturesCompounds And Mixtures
Compounds And Mixtures
 
Unsaturated, saturated and supersaturated solutions
Unsaturated, saturated and supersaturated solutionsUnsaturated, saturated and supersaturated solutions
Unsaturated, saturated and supersaturated solutions
 
Lss acids and alkalis
Lss acids and alkalisLss acids and alkalis
Lss acids and alkalis
 
lesson plan
lesson planlesson plan
lesson plan
 
20 concentration of solutions
20 concentration of solutions20 concentration of solutions
20 concentration of solutions
 
Module 1 Scientific Method Ppt
Module 1 Scientific Method PptModule 1 Scientific Method Ppt
Module 1 Scientific Method Ppt
 
7th Grade Scientific method notes
7th Grade Scientific method notes7th Grade Scientific method notes
7th Grade Scientific method notes
 
Limiting reagents
Limiting reagentsLimiting reagents
Limiting reagents
 
The mole
The moleThe mole
The mole
 
Observations vs-inferencespart one
Observations vs-inferencespart oneObservations vs-inferencespart one
Observations vs-inferencespart one
 
Boyle's Law
Boyle's LawBoyle's Law
Boyle's Law
 
Sample Semi-detailed Lesson Plan for Grade 8 Science, Prepared by: Edsyl Ber...
Sample Semi-detailed Lesson Plan for Grade 8 Science, Prepared by: Edsyl Ber...Sample Semi-detailed Lesson Plan for Grade 8 Science, Prepared by: Edsyl Ber...
Sample Semi-detailed Lesson Plan for Grade 8 Science, Prepared by: Edsyl Ber...
 
Freezing, melting, and evaporation
Freezing, melting, and evaporationFreezing, melting, and evaporation
Freezing, melting, and evaporation
 
Scientific method ppt
Scientific method pptScientific method ppt
Scientific method ppt
 
temperature and heat
temperature and heattemperature and heat
temperature and heat
 
CBR STRUKTUR DAN KEREAKTIFAN UNSUR BORON DAN SENYAWANYA
CBR STRUKTUR DAN KEREAKTIFAN UNSUR BORON DAN SENYAWANYACBR STRUKTUR DAN KEREAKTIFAN UNSUR BORON DAN SENYAWANYA
CBR STRUKTUR DAN KEREAKTIFAN UNSUR BORON DAN SENYAWANYA
 
Chapter 1 Rate of Reactions
Chapter 1 Rate of Reactions Chapter 1 Rate of Reactions
Chapter 1 Rate of Reactions
 
Balancing chemical equation
Balancing chemical equationBalancing chemical equation
Balancing chemical equation
 
7E's Science Lesson plan
7E's Science Lesson plan7E's Science Lesson plan
7E's Science Lesson plan
 

Destacado

Quick reminder Dependent variables
Quick reminder Dependent variablesQuick reminder Dependent variables
Quick reminder Dependent variablesKen Plummer
 
3 nutrientcycling11
3 nutrientcycling113 nutrientcycling11
3 nutrientcycling11jbgruver
 
Kingdoms of Life, Whittakers System of Organization, Biology Lesson PowerPoint
Kingdoms of Life, Whittakers System of Organization, Biology Lesson PowerPointKingdoms of Life, Whittakers System of Organization, Biology Lesson PowerPoint
Kingdoms of Life, Whittakers System of Organization, Biology Lesson PowerPointwww.sciencepowerpoint.com
 
Kinds Of Variables Kato Begum
Kinds Of Variables Kato BegumKinds Of Variables Kato Begum
Kinds Of Variables Kato BegumDr. Cupid Lucid
 
Experiment 1 scientific investigations in plants
Experiment 1 scientific investigations in plantsExperiment 1 scientific investigations in plants
Experiment 1 scientific investigations in plantsNadine Uy
 
Carbon Cycle Lesson PowerPoint, Biogeochemical Cycles
Carbon Cycle Lesson PowerPoint, Biogeochemical CyclesCarbon Cycle Lesson PowerPoint, Biogeochemical Cycles
Carbon Cycle Lesson PowerPoint, Biogeochemical Cycleswww.sciencepowerpoint.com
 
Types of experiments -NOS
Types of experiments -NOSTypes of experiments -NOS
Types of experiments -NOSKarl Pointer
 
Roots and Water, Plants Biology Lesson PowerPoint
Roots and Water, Plants Biology Lesson PowerPointRoots and Water, Plants Biology Lesson PowerPoint
Roots and Water, Plants Biology Lesson PowerPointwww.sciencepowerpoint.com
 
Tips for writing scientific journal articles
Tips for writing scientific journal articlesTips for writing scientific journal articles
Tips for writing scientific journal articlesaamirmub
 
Kingdoms of Life, Phylums of Animals Visual PowerPoint Quiz, Biology,
Kingdoms of Life, Phylums of Animals Visual PowerPoint Quiz, Biology,Kingdoms of Life, Phylums of Animals Visual PowerPoint Quiz, Biology,
Kingdoms of Life, Phylums of Animals Visual PowerPoint Quiz, Biology,www.sciencepowerpoint.com
 
Water Cycle Lesson PowerPoint, Hydrological Cycle, Biogeochemical Cycles Lesson
Water Cycle Lesson PowerPoint, Hydrological Cycle, Biogeochemical Cycles LessonWater Cycle Lesson PowerPoint, Hydrological Cycle, Biogeochemical Cycles Lesson
Water Cycle Lesson PowerPoint, Hydrological Cycle, Biogeochemical Cycles Lessonwww.sciencepowerpoint.com
 
Chapter 3 & 5 Lecture- Ecology & Population Growth
Chapter 3 & 5 Lecture- Ecology & Population GrowthChapter 3 & 5 Lecture- Ecology & Population Growth
Chapter 3 & 5 Lecture- Ecology & Population GrowthMary Beth Smith
 
Chapter 2 SCIENTIFIC INVESTIGATION
Chapter 2 SCIENTIFIC INVESTIGATION Chapter 2 SCIENTIFIC INVESTIGATION
Chapter 2 SCIENTIFIC INVESTIGATION Nardin A
 
Measurement of variables IN RESEARCH
Measurement of variables IN RESEARCHMeasurement of variables IN RESEARCH
Measurement of variables IN RESEARCHVinold John
 
Nitrogen Cycle Lesson PowerPoint, Environment, Ecosystem, Biogeochemical Cycles
Nitrogen Cycle Lesson PowerPoint, Environment, Ecosystem, Biogeochemical CyclesNitrogen Cycle Lesson PowerPoint, Environment, Ecosystem, Biogeochemical Cycles
Nitrogen Cycle Lesson PowerPoint, Environment, Ecosystem, Biogeochemical Cycleswww.sciencepowerpoint.com
 

Destacado (20)

Quick reminder Dependent variables
Quick reminder Dependent variablesQuick reminder Dependent variables
Quick reminder Dependent variables
 
3 nutrientcycling11
3 nutrientcycling113 nutrientcycling11
3 nutrientcycling11
 
Kingdoms of Life, Whittakers System of Organization, Biology Lesson PowerPoint
Kingdoms of Life, Whittakers System of Organization, Biology Lesson PowerPointKingdoms of Life, Whittakers System of Organization, Biology Lesson PowerPoint
Kingdoms of Life, Whittakers System of Organization, Biology Lesson PowerPoint
 
Biogeochemical cycles
Biogeochemical cyclesBiogeochemical cycles
Biogeochemical cycles
 
Kinds Of Variables Kato Begum
Kinds Of Variables Kato BegumKinds Of Variables Kato Begum
Kinds Of Variables Kato Begum
 
Experiment 1 scientific investigations in plants
Experiment 1 scientific investigations in plantsExperiment 1 scientific investigations in plants
Experiment 1 scientific investigations in plants
 
Carbon Cycle Lesson PowerPoint, Biogeochemical Cycles
Carbon Cycle Lesson PowerPoint, Biogeochemical CyclesCarbon Cycle Lesson PowerPoint, Biogeochemical Cycles
Carbon Cycle Lesson PowerPoint, Biogeochemical Cycles
 
Types of experiments -NOS
Types of experiments -NOSTypes of experiments -NOS
Types of experiments -NOS
 
Roots and Water, Plants Biology Lesson PowerPoint
Roots and Water, Plants Biology Lesson PowerPointRoots and Water, Plants Biology Lesson PowerPoint
Roots and Water, Plants Biology Lesson PowerPoint
 
Tips for writing scientific journal articles
Tips for writing scientific journal articlesTips for writing scientific journal articles
Tips for writing scientific journal articles
 
Kingdoms of Life, Phylums of Animals Visual PowerPoint Quiz, Biology,
Kingdoms of Life, Phylums of Animals Visual PowerPoint Quiz, Biology,Kingdoms of Life, Phylums of Animals Visual PowerPoint Quiz, Biology,
Kingdoms of Life, Phylums of Animals Visual PowerPoint Quiz, Biology,
 
Variables
VariablesVariables
Variables
 
Water Cycle Lesson PowerPoint, Hydrological Cycle, Biogeochemical Cycles Lesson
Water Cycle Lesson PowerPoint, Hydrological Cycle, Biogeochemical Cycles LessonWater Cycle Lesson PowerPoint, Hydrological Cycle, Biogeochemical Cycles Lesson
Water Cycle Lesson PowerPoint, Hydrological Cycle, Biogeochemical Cycles Lesson
 
Lab Safety PowerPoint
Lab Safety PowerPointLab Safety PowerPoint
Lab Safety PowerPoint
 
Chapter 3 & 5 Lecture- Ecology & Population Growth
Chapter 3 & 5 Lecture- Ecology & Population GrowthChapter 3 & 5 Lecture- Ecology & Population Growth
Chapter 3 & 5 Lecture- Ecology & Population Growth
 
Chapter 2 SCIENTIFIC INVESTIGATION
Chapter 2 SCIENTIFIC INVESTIGATION Chapter 2 SCIENTIFIC INVESTIGATION
Chapter 2 SCIENTIFIC INVESTIGATION
 
Ecosystem Concepts
Ecosystem ConceptsEcosystem Concepts
Ecosystem Concepts
 
Measurement of variables IN RESEARCH
Measurement of variables IN RESEARCHMeasurement of variables IN RESEARCH
Measurement of variables IN RESEARCH
 
Science investigatory project
Science investigatory projectScience investigatory project
Science investigatory project
 
Nitrogen Cycle Lesson PowerPoint, Environment, Ecosystem, Biogeochemical Cycles
Nitrogen Cycle Lesson PowerPoint, Environment, Ecosystem, Biogeochemical CyclesNitrogen Cycle Lesson PowerPoint, Environment, Ecosystem, Biogeochemical Cycles
Nitrogen Cycle Lesson PowerPoint, Environment, Ecosystem, Biogeochemical Cycles
 

Similar a Scientific Method and Variables

Predator Prey Relationships, Lesson PowerPoint
Predator Prey Relationships, Lesson PowerPointPredator Prey Relationships, Lesson PowerPoint
Predator Prey Relationships, Lesson PowerPointwww.sciencepowerpoint.com
 
Biological Organization, Human Body Unit Lesson, Cells, Tissues, Organs, Orga...
Biological Organization, Human Body Unit Lesson, Cells, Tissues, Organs, Orga...Biological Organization, Human Body Unit Lesson, Cells, Tissues, Organs, Orga...
Biological Organization, Human Body Unit Lesson, Cells, Tissues, Organs, Orga...www.sciencepowerpoint.com
 
Nervous System (Part B), Senses, Hearing, Touch, Brain, Observation Skills an...
Nervous System (Part B), Senses, Hearing, Touch, Brain, Observation Skills an...Nervous System (Part B), Senses, Hearing, Touch, Brain, Observation Skills an...
Nervous System (Part B), Senses, Hearing, Touch, Brain, Observation Skills an...www.sciencepowerpoint.com
 
Ecology Abiotic Factors, Moisture, Animals and Plants, Isopod Lab Lesson Powe...
Ecology Abiotic Factors, Moisture, Animals and Plants, Isopod Lab Lesson Powe...Ecology Abiotic Factors, Moisture, Animals and Plants, Isopod Lab Lesson Powe...
Ecology Abiotic Factors, Moisture, Animals and Plants, Isopod Lab Lesson Powe...www.sciencepowerpoint.com
 
Animal Dentition Lesson PowerPoint, Teeth, Quiz, Types of Teeth
Animal Dentition Lesson PowerPoint, Teeth, Quiz, Types of TeethAnimal Dentition Lesson PowerPoint, Teeth, Quiz, Types of Teeth
Animal Dentition Lesson PowerPoint, Teeth, Quiz, Types of Teethwww.sciencepowerpoint.com
 
Isopod Lab Lesson PowerPoint, Abiotic Factors, Pill Bug, Sow Bug, Environment...
Isopod Lab Lesson PowerPoint, Abiotic Factors, Pill Bug, Sow Bug, Environment...Isopod Lab Lesson PowerPoint, Abiotic Factors, Pill Bug, Sow Bug, Environment...
Isopod Lab Lesson PowerPoint, Abiotic Factors, Pill Bug, Sow Bug, Environment...www.sciencepowerpoint.com
 
Flowers and Fruits Biology Lesson PowerPoint, Parts of Flower, Dissection
Flowers and Fruits Biology Lesson PowerPoint, Parts of Flower, DissectionFlowers and Fruits Biology Lesson PowerPoint, Parts of Flower, Dissection
Flowers and Fruits Biology Lesson PowerPoint, Parts of Flower, Dissectionwww.sciencepowerpoint.com
 
Kingdom Protista, Protist Biology Lesson PowerPoint
Kingdom Protista, Protist Biology Lesson PowerPointKingdom Protista, Protist Biology Lesson PowerPoint
Kingdom Protista, Protist Biology Lesson PowerPointwww.sciencepowerpoint.com
 
Minerals, Geology, Earth Science Lesson PowerPoint
Minerals, Geology, Earth Science Lesson PowerPointMinerals, Geology, Earth Science Lesson PowerPoint
Minerals, Geology, Earth Science Lesson PowerPointwww.sciencepowerpoint.com
 
Ecology, Competition Lesson PowerPoint, Competitive Exclusion
Ecology, Competition Lesson PowerPoint, Competitive ExclusionEcology, Competition Lesson PowerPoint, Competitive Exclusion
Ecology, Competition Lesson PowerPoint, Competitive Exclusionwww.sciencepowerpoint.com
 
Niche, Limiting Factors, Human Population and More Lesson PowerPoint
Niche, Limiting Factors, Human Population and More Lesson PowerPointNiche, Limiting Factors, Human Population and More Lesson PowerPoint
Niche, Limiting Factors, Human Population and More Lesson PowerPointwww.sciencepowerpoint.com
 
States of Matter, Physical Science Lesson PowerPoint, Plasma, Gas, Liquid, Solid
States of Matter, Physical Science Lesson PowerPoint, Plasma, Gas, Liquid, SolidStates of Matter, Physical Science Lesson PowerPoint, Plasma, Gas, Liquid, Solid
States of Matter, Physical Science Lesson PowerPoint, Plasma, Gas, Liquid, Solidwww.sciencepowerpoint.com
 
Evolution, Bird Adaptations Lesson, Biology PowerPoint, Bird Beaks
Evolution, Bird Adaptations Lesson, Biology PowerPoint, Bird BeaksEvolution, Bird Adaptations Lesson, Biology PowerPoint, Bird Beaks
Evolution, Bird Adaptations Lesson, Biology PowerPoint, Bird Beakswww.sciencepowerpoint.com
 
Skeletal System Unit PowerPoint, Bones, Human Body, Skeleton Lesson
Skeletal System Unit PowerPoint, Bones, Human Body, Skeleton LessonSkeletal System Unit PowerPoint, Bones, Human Body, Skeleton Lesson
Skeletal System Unit PowerPoint, Bones, Human Body, Skeleton Lessonwww.sciencepowerpoint.com
 
Ozone Hole, Weather and Climate Lesson PowerPoint, Air Pollution
Ozone Hole, Weather and Climate Lesson PowerPoint, Air PollutionOzone Hole, Weather and Climate Lesson PowerPoint, Air Pollution
Ozone Hole, Weather and Climate Lesson PowerPoint, Air Pollutionwww.sciencepowerpoint.com
 
Seeds, Parts of a Seed, Germination, George Washington Carver, Biology Lesson...
Seeds, Parts of a Seed, Germination, George Washington Carver, Biology Lesson...Seeds, Parts of a Seed, Germination, George Washington Carver, Biology Lesson...
Seeds, Parts of a Seed, Germination, George Washington Carver, Biology Lesson...www.sciencepowerpoint.com
 
Seeds, Seed Plants, Parts of a Seed, George Washington Carver, Young Plants L...
Seeds, Seed Plants, Parts of a Seed, George Washington Carver, Young Plants L...Seeds, Seed Plants, Parts of a Seed, George Washington Carver, Young Plants L...
Seeds, Seed Plants, Parts of a Seed, George Washington Carver, Young Plants L...www.sciencepowerpoint.com
 

Similar a Scientific Method and Variables (20)

Predator Prey Relationships, Lesson PowerPoint
Predator Prey Relationships, Lesson PowerPointPredator Prey Relationships, Lesson PowerPoint
Predator Prey Relationships, Lesson PowerPoint
 
Biological Organization, Human Body Unit Lesson, Cells, Tissues, Organs, Orga...
Biological Organization, Human Body Unit Lesson, Cells, Tissues, Organs, Orga...Biological Organization, Human Body Unit Lesson, Cells, Tissues, Organs, Orga...
Biological Organization, Human Body Unit Lesson, Cells, Tissues, Organs, Orga...
 
Nervous System (Part B), Senses, Hearing, Touch, Brain, Observation Skills an...
Nervous System (Part B), Senses, Hearing, Touch, Brain, Observation Skills an...Nervous System (Part B), Senses, Hearing, Touch, Brain, Observation Skills an...
Nervous System (Part B), Senses, Hearing, Touch, Brain, Observation Skills an...
 
Ecology Abiotic Factors, Moisture, Animals and Plants, Isopod Lab Lesson Powe...
Ecology Abiotic Factors, Moisture, Animals and Plants, Isopod Lab Lesson Powe...Ecology Abiotic Factors, Moisture, Animals and Plants, Isopod Lab Lesson Powe...
Ecology Abiotic Factors, Moisture, Animals and Plants, Isopod Lab Lesson Powe...
 
Animal Dentition Lesson PowerPoint, Teeth, Quiz, Types of Teeth
Animal Dentition Lesson PowerPoint, Teeth, Quiz, Types of TeethAnimal Dentition Lesson PowerPoint, Teeth, Quiz, Types of Teeth
Animal Dentition Lesson PowerPoint, Teeth, Quiz, Types of Teeth
 
Isopod Lab Lesson PowerPoint, Abiotic Factors, Pill Bug, Sow Bug, Environment...
Isopod Lab Lesson PowerPoint, Abiotic Factors, Pill Bug, Sow Bug, Environment...Isopod Lab Lesson PowerPoint, Abiotic Factors, Pill Bug, Sow Bug, Environment...
Isopod Lab Lesson PowerPoint, Abiotic Factors, Pill Bug, Sow Bug, Environment...
 
Flowers and Fruits Biology Lesson PowerPoint, Parts of Flower, Dissection
Flowers and Fruits Biology Lesson PowerPoint, Parts of Flower, DissectionFlowers and Fruits Biology Lesson PowerPoint, Parts of Flower, Dissection
Flowers and Fruits Biology Lesson PowerPoint, Parts of Flower, Dissection
 
Kingdom Protista, Protist Biology Lesson PowerPoint
Kingdom Protista, Protist Biology Lesson PowerPointKingdom Protista, Protist Biology Lesson PowerPoint
Kingdom Protista, Protist Biology Lesson PowerPoint
 
Minerals, Geology, Earth Science Lesson PowerPoint
Minerals, Geology, Earth Science Lesson PowerPointMinerals, Geology, Earth Science Lesson PowerPoint
Minerals, Geology, Earth Science Lesson PowerPoint
 
Camouflage Lesson PowerPoint
Camouflage Lesson PowerPointCamouflage Lesson PowerPoint
Camouflage Lesson PowerPoint
 
Environmental Studies Lesson PowerPoint
Environmental Studies Lesson PowerPointEnvironmental Studies Lesson PowerPoint
Environmental Studies Lesson PowerPoint
 
Ecology, Competition Lesson PowerPoint, Competitive Exclusion
Ecology, Competition Lesson PowerPoint, Competitive ExclusionEcology, Competition Lesson PowerPoint, Competitive Exclusion
Ecology, Competition Lesson PowerPoint, Competitive Exclusion
 
Niche, Limiting Factors, Human Population and More Lesson PowerPoint
Niche, Limiting Factors, Human Population and More Lesson PowerPointNiche, Limiting Factors, Human Population and More Lesson PowerPoint
Niche, Limiting Factors, Human Population and More Lesson PowerPoint
 
States of Matter, Physical Science Lesson PowerPoint, Plasma, Gas, Liquid, Solid
States of Matter, Physical Science Lesson PowerPoint, Plasma, Gas, Liquid, SolidStates of Matter, Physical Science Lesson PowerPoint, Plasma, Gas, Liquid, Solid
States of Matter, Physical Science Lesson PowerPoint, Plasma, Gas, Liquid, Solid
 
Evolution, Bird Adaptations Lesson, Biology PowerPoint, Bird Beaks
Evolution, Bird Adaptations Lesson, Biology PowerPoint, Bird BeaksEvolution, Bird Adaptations Lesson, Biology PowerPoint, Bird Beaks
Evolution, Bird Adaptations Lesson, Biology PowerPoint, Bird Beaks
 
Skeletal System Unit PowerPoint, Bones, Human Body, Skeleton Lesson
Skeletal System Unit PowerPoint, Bones, Human Body, Skeleton LessonSkeletal System Unit PowerPoint, Bones, Human Body, Skeleton Lesson
Skeletal System Unit PowerPoint, Bones, Human Body, Skeleton Lesson
 
Ozone Hole, Weather and Climate Lesson PowerPoint, Air Pollution
Ozone Hole, Weather and Climate Lesson PowerPoint, Air PollutionOzone Hole, Weather and Climate Lesson PowerPoint, Air Pollution
Ozone Hole, Weather and Climate Lesson PowerPoint, Air Pollution
 
Seeds, Parts of a Seed, Germination, George Washington Carver, Biology Lesson...
Seeds, Parts of a Seed, Germination, George Washington Carver, Biology Lesson...Seeds, Parts of a Seed, Germination, George Washington Carver, Biology Lesson...
Seeds, Parts of a Seed, Germination, George Washington Carver, Biology Lesson...
 
Seeds, Seed Plants, Parts of a Seed, George Washington Carver, Young Plants L...
Seeds, Seed Plants, Parts of a Seed, George Washington Carver, Young Plants L...Seeds, Seed Plants, Parts of a Seed, George Washington Carver, Young Plants L...
Seeds, Seed Plants, Parts of a Seed, George Washington Carver, Young Plants L...
 
Part iv meiosis
Part iv meiosisPart iv meiosis
Part iv meiosis
 

Más de www.sciencepowerpoint.com

Flooding, Dams, Levee's PowerPoint Quiz Game
Flooding, Dams, Levee's PowerPoint Quiz GameFlooding, Dams, Levee's PowerPoint Quiz Game
Flooding, Dams, Levee's PowerPoint Quiz Gamewww.sciencepowerpoint.com
 
Flooding PowerPoint, Flood, Hydroelectric Dams
Flooding PowerPoint, Flood, Hydroelectric DamsFlooding PowerPoint, Flood, Hydroelectric Dams
Flooding PowerPoint, Flood, Hydroelectric Damswww.sciencepowerpoint.com
 
Name that Benthic Macroinvertebrates Quiz, Aquatic Insects
Name that Benthic Macroinvertebrates Quiz, Aquatic InsectsName that Benthic Macroinvertebrates Quiz, Aquatic Insects
Name that Benthic Macroinvertebrates Quiz, Aquatic Insectswww.sciencepowerpoint.com
 
Benthic Macroinvertebrates Lesson PowerPoint, Water Quality, Insects
Benthic Macroinvertebrates Lesson PowerPoint, Water Quality, InsectsBenthic Macroinvertebrates Lesson PowerPoint, Water Quality, Insects
Benthic Macroinvertebrates Lesson PowerPoint, Water Quality, Insectswww.sciencepowerpoint.com
 
Stream Table Lesson PowerPoint, Parts of River, River Erosion
Stream Table Lesson PowerPoint, Parts of River, River ErosionStream Table Lesson PowerPoint, Parts of River, River Erosion
Stream Table Lesson PowerPoint, Parts of River, River Erosionwww.sciencepowerpoint.com
 
Stream Order Lesson PowerPoint, River and Water Unit
Stream Order Lesson PowerPoint, River and Water UnitStream Order Lesson PowerPoint, River and Water Unit
Stream Order Lesson PowerPoint, River and Water Unitwww.sciencepowerpoint.com
 
Features of a River Visual Quiz, Stream Table
Features of a River Visual Quiz, Stream TableFeatures of a River Visual Quiz, Stream Table
Features of a River Visual Quiz, Stream Tablewww.sciencepowerpoint.com
 
River Unit Lesson PowerPoint, Watersheds, Stream Table,
River Unit Lesson PowerPoint, Watersheds, Stream Table, River Unit Lesson PowerPoint, Watersheds, Stream Table,
River Unit Lesson PowerPoint, Watersheds, Stream Table, www.sciencepowerpoint.com
 
Lake Turnover PowerPoint, Summer Stagnation, Epilimnion, Thermocline, Hypolim...
Lake Turnover PowerPoint, Summer Stagnation, Epilimnion, Thermocline, Hypolim...Lake Turnover PowerPoint, Summer Stagnation, Epilimnion, Thermocline, Hypolim...
Lake Turnover PowerPoint, Summer Stagnation, Epilimnion, Thermocline, Hypolim...www.sciencepowerpoint.com
 
Properties of Water PowerPoint, Adhesion, Cohesion, Surface Tension
Properties of Water PowerPoint, Adhesion, Cohesion, Surface TensionProperties of Water PowerPoint, Adhesion, Cohesion, Surface Tension
Properties of Water PowerPoint, Adhesion, Cohesion, Surface Tensionwww.sciencepowerpoint.com
 
Science Skills Unit Quiz Game, Metric System
Science Skills Unit Quiz Game, Metric SystemScience Skills Unit Quiz Game, Metric System
Science Skills Unit Quiz Game, Metric Systemwww.sciencepowerpoint.com
 

Más de www.sciencepowerpoint.com (20)

Bacteria Quiz Game Lesson
Bacteria Quiz Game LessonBacteria Quiz Game Lesson
Bacteria Quiz Game Lesson
 
Rivers and Water Quality Quiz Game
Rivers and Water Quality Quiz GameRivers and Water Quality Quiz Game
Rivers and Water Quality Quiz Game
 
Flooding, Dams, Levee's PowerPoint Quiz Game
Flooding, Dams, Levee's PowerPoint Quiz GameFlooding, Dams, Levee's PowerPoint Quiz Game
Flooding, Dams, Levee's PowerPoint Quiz Game
 
Salmon and Fish Unit PowerPoint
Salmon and Fish Unit PowerPointSalmon and Fish Unit PowerPoint
Salmon and Fish Unit PowerPoint
 
Flooding PowerPoint, Flood, Hydroelectric Dams
Flooding PowerPoint, Flood, Hydroelectric DamsFlooding PowerPoint, Flood, Hydroelectric Dams
Flooding PowerPoint, Flood, Hydroelectric Dams
 
Name that Benthic Macroinvertebrates Quiz, Aquatic Insects
Name that Benthic Macroinvertebrates Quiz, Aquatic InsectsName that Benthic Macroinvertebrates Quiz, Aquatic Insects
Name that Benthic Macroinvertebrates Quiz, Aquatic Insects
 
Benthic Macroinvertebrates Lesson PowerPoint, Water Quality, Insects
Benthic Macroinvertebrates Lesson PowerPoint, Water Quality, InsectsBenthic Macroinvertebrates Lesson PowerPoint, Water Quality, Insects
Benthic Macroinvertebrates Lesson PowerPoint, Water Quality, Insects
 
Water Quality Unit Lesson PowerPoint
Water Quality Unit Lesson PowerPointWater Quality Unit Lesson PowerPoint
Water Quality Unit Lesson PowerPoint
 
Stream Table Lesson PowerPoint, Parts of River, River Erosion
Stream Table Lesson PowerPoint, Parts of River, River ErosionStream Table Lesson PowerPoint, Parts of River, River Erosion
Stream Table Lesson PowerPoint, Parts of River, River Erosion
 
Stream Order Lesson PowerPoint, River and Water Unit
Stream Order Lesson PowerPoint, River and Water UnitStream Order Lesson PowerPoint, River and Water Unit
Stream Order Lesson PowerPoint, River and Water Unit
 
Features of a River Visual Quiz, Stream Table
Features of a River Visual Quiz, Stream TableFeatures of a River Visual Quiz, Stream Table
Features of a River Visual Quiz, Stream Table
 
Watersheds PowerPoint
Watersheds PowerPointWatersheds PowerPoint
Watersheds PowerPoint
 
River Unit Lesson PowerPoint, Watersheds, Stream Table,
River Unit Lesson PowerPoint, Watersheds, Stream Table, River Unit Lesson PowerPoint, Watersheds, Stream Table,
River Unit Lesson PowerPoint, Watersheds, Stream Table,
 
Water Unit PowerPoint Quiz Game
Water Unit PowerPoint Quiz GameWater Unit PowerPoint Quiz Game
Water Unit PowerPoint Quiz Game
 
Lake Turnover PowerPoint, Summer Stagnation, Epilimnion, Thermocline, Hypolim...
Lake Turnover PowerPoint, Summer Stagnation, Epilimnion, Thermocline, Hypolim...Lake Turnover PowerPoint, Summer Stagnation, Epilimnion, Thermocline, Hypolim...
Lake Turnover PowerPoint, Summer Stagnation, Epilimnion, Thermocline, Hypolim...
 
Properties of Water Visual Quiz Game
Properties of Water Visual Quiz GameProperties of Water Visual Quiz Game
Properties of Water Visual Quiz Game
 
pH Lesson PowerPoint, Acid, Base, Science
pH Lesson PowerPoint, Acid, Base, Science pH Lesson PowerPoint, Acid, Base, Science
pH Lesson PowerPoint, Acid, Base, Science
 
Properties of Water PowerPoint, Adhesion, Cohesion, Surface Tension
Properties of Water PowerPoint, Adhesion, Cohesion, Surface TensionProperties of Water PowerPoint, Adhesion, Cohesion, Surface Tension
Properties of Water PowerPoint, Adhesion, Cohesion, Surface Tension
 
Water on Earth, H2O Lesson PowerPoint
Water on Earth, H2O Lesson PowerPointWater on Earth, H2O Lesson PowerPoint
Water on Earth, H2O Lesson PowerPoint
 
Science Skills Unit Quiz Game, Metric System
Science Skills Unit Quiz Game, Metric SystemScience Skills Unit Quiz Game, Metric System
Science Skills Unit Quiz Game, Metric System
 

Último

SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxSOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxiammrhaywood
 
Arihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdfArihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdfchloefrazer622
 
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...Krashi Coaching
 
General AI for Medical Educators April 2024
General AI for Medical Educators April 2024General AI for Medical Educators April 2024
General AI for Medical Educators April 2024Janet Corral
 
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...fonyou31
 
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in DelhiRussian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhikauryashika82
 
Z Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot GraphZ Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot GraphThiyagu K
 
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...christianmathematics
 
APM Welcome, APM North West Network Conference, Synergies Across Sectors
APM Welcome, APM North West Network Conference, Synergies Across SectorsAPM Welcome, APM North West Network Conference, Synergies Across Sectors
APM Welcome, APM North West Network Conference, Synergies Across SectorsAssociation for Project Management
 
fourth grading exam for kindergarten in writing
fourth grading exam for kindergarten in writingfourth grading exam for kindergarten in writing
fourth grading exam for kindergarten in writingTeacherCyreneCayanan
 
Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)eniolaolutunde
 
Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17Celine George
 
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdf1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdfQucHHunhnh
 
Interactive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communicationInteractive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communicationnomboosow
 
9548086042 for call girls in Indira Nagar with room service
9548086042 for call girls in Indira Nagar with room service9548086042 for call girls in Indira Nagar with room service
9548086042 for call girls in Indira Nagar with room servicediscovermytutordmt
 
Unit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptxUnit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptxVishalSingh1417
 
Web & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdfWeb & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdfJayanti Pande
 
Student login on Anyboli platform.helpin
Student login on Anyboli platform.helpinStudent login on Anyboli platform.helpin
Student login on Anyboli platform.helpinRaunakKeshri1
 

Último (20)

SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxSOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
 
Arihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdfArihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdf
 
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
 
General AI for Medical Educators April 2024
General AI for Medical Educators April 2024General AI for Medical Educators April 2024
General AI for Medical Educators April 2024
 
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
 
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in DelhiRussian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
 
Z Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot GraphZ Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot Graph
 
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
 
APM Welcome, APM North West Network Conference, Synergies Across Sectors
APM Welcome, APM North West Network Conference, Synergies Across SectorsAPM Welcome, APM North West Network Conference, Synergies Across Sectors
APM Welcome, APM North West Network Conference, Synergies Across Sectors
 
fourth grading exam for kindergarten in writing
fourth grading exam for kindergarten in writingfourth grading exam for kindergarten in writing
fourth grading exam for kindergarten in writing
 
Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)
 
Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17
 
Advance Mobile Application Development class 07
Advance Mobile Application Development class 07Advance Mobile Application Development class 07
Advance Mobile Application Development class 07
 
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
 
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdf1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdf
 
Interactive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communicationInteractive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communication
 
9548086042 for call girls in Indira Nagar with room service
9548086042 for call girls in Indira Nagar with room service9548086042 for call girls in Indira Nagar with room service
9548086042 for call girls in Indira Nagar with room service
 
Unit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptxUnit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptx
 
Web & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdfWeb & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdf
 
Student login on Anyboli platform.helpin
Student login on Anyboli platform.helpinStudent login on Anyboli platform.helpin
Student login on Anyboli platform.helpin
 

Scientific Method and Variables

  • 1. Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
  • 2.
  • 3. • 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. Copyright © 2010 Ryan P. Murphy
  • 5. -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
  • 6.  New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy
  • 7.  New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy
  • 8.  New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy
  • 9.  New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy
  • 10.  New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy
  • 11.  New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy
  • 12. • What is science? Copyright © 2010 Ryan P. Murphy
  • 13.  Science is…  -  -  - Copyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. Murphy
  • 14.  A study of natural phenomenon.
  • 15.  A systematic study and method.
  • 16.  A systematic study and method. Copyright © 2010 Ryan P. Murphy
  • 17.  A systematic study and method. Copyright © 2010 Ryan P. Murphy
  • 18.  A systematic study and method. Copyright © 2010 Ryan P. Murphy
  • 19.  A systematic study and method. Copyright © 2010 Ryan P. Murphy
  • 20.  A systematic study and method. Copyright © 2010 Ryan P. Murphy
  • 21.  A systematic study and method. Copyright © 2010 Ryan P. Murphy
  • 22.  A systematic study and method. Copyright © 2010 Ryan P. Murphy
  • 23.  Knowledge through experience. Copyright © 2010 Ryan P. Murphy
  • 24.  A good Scientist is….  -  -  -  -  -  -  -  - Copyright © 2010 Ryan P. Murphy
  • 25.  Is safe! Copyright © 2010 Ryan P. Murphy
  • 26.  Is safe! Copyright © 2010 Ryan P. Murphy
  • 27.  Is accurate, precise and methodical. Copyright © 2010 Ryan P. Murphy
  • 28.  Is unbiased, a seeker of the truth. Copyright © 2010 Ryan P. Murphy
  • 29.  Can observe and question. Copyright © 2010 Ryan P. Murphy
  • 30.  Can find solutions, reasons, and research. Copyright © 2010 Ryan P. Murphy
  • 31.  Works in all weather conditions if safe. Copyright © 2010 Ryan P. Murphy
  • 32.  Can overcome obstacles. Copyright © 2010 Ryan P. Murphy
  • 33.  Collaborates (talks) with others. Copyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. Murphy S C I e N C e For RealT O D A Y F U N
  • 34.  Science is a systematic attempt to get around human limitations.  Science tries to remove personal experience from the scientific process.
  • 35.  Science is a systematic attempt to get around human limitations.  Science tries to remove personal experience from the scientific process. Copyright © 2010 Ryan P. Murphy
  • 36.  Science is a systematic attempt to get around human limitations.  Science tries to remove personal experience from the scientific process. Copyright © 2010 Ryan P. Murphy “I love Science
  • 37.  Science is a systematic attempt to get around human limitations.  Science tries to remove personal experience from the scientific process. Copyright © 2010 Ryan P. Murphy “I love ScienceThis data set makes me happy
  • 38.  Science is a systematic attempt to get around human limitations.  Science tries to remove personal experience from the scientific process. Copyright © 2010 Ryan P. Murphy “I love Science.”“This data set makes me happy.” “I wanted better data.”
  • 39.  Science is a systematic attempt to get around human limitations.  Science tries to remove personal experience from the scientific process. Copyright © 2010 Ryan P. Murphy “I love Science.”“This data set makes me happy.” “I wanted better data.” “Failure is not an option.”
  • 40.  Science is a systematic attempt to get around human limitations.  Science tries to remove personal experience from the scientific process. Copyright © 2010 Ryan P. Murphy “I love Science.”“This data set makes me happy.” “I wanted better data.” “Failure is not an option.”
  • 41.  TRY AND WRITE WITHOUT PERSONAL PRONOUNS.  DO NOT USE…I, me, you, he, she, we, you, they, them, theirs, names, etc. Copyright © 2010 Ryan P. Murphy
  • 42.  TRY AND WRITE WITHOUT PERSONAL PRONOUNS.  DO NOT USE…I, me, you, he, she, we, you, they, them, theirs, names, etc. Copyright © 2010 Ryan P. Murphy
  • 43. • Do not end science writing with the words “The End.” Save that for Disney movies. Copyright © 2010 Ryan P. Murphy
  • 44. • Activity! Please pass three items around the table three times. – Then write about your experience without using any personal pronouns. Copyright © 2010 Ryan P. Murphy
  • 45. • Activity! Please pass three items around the table three times. – Then write about your experience without using any personal pronouns. Copyright © 2010 Ryan P. Murphy
  • 46. • How the paragraph could have been written. Copyright © 2010 Ryan P. Murphy
  • 47. • How the paragraph could have been written. – Three items were passed around the table in a random fashion. Each member of the table passed and contributed one item. Copyright © 2010 Ryan P. Murphy
  • 48. • Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
  • 49. • Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. Copyright © 2010 Ryan P. Murphy
  • 50. • Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. Copyright © 2010 Ryan P. Murphy
  • 51. • Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
  • 52. • Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
  • 53. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. Murphy
  • 54. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
  • 55. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
  • 56. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
  • 57. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
  • 58. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. Murphy
  • 59. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.
  • 60. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End.
  • 61. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
  • 62. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy
  • 63. • Branches of Science… – How many branches of science do you know. – - – - – - – - – - – - – - – - Copyright © 2010 Ryan P. Murphy
  • 64. • Types of scientists… – Biology – The study of life. – Geology – The study of Earth. – Chemistry – The study of Matter. – Physics – The study of matter and energy. – - – - – - – - – -The list will continue on the next page. Each branch is a possible career field for you. Copyright © 2010 Ryan P. Murphy
  • 65. • Aerodynamics: the study of the motion of gas on objects and the forces created • Anatomy: the study of the structure and organization of living things • Anthropology: the study of human cultures both past and present • Archaeology: the study of the material remains of cultures • Astronomy: the study of celestial objects in the universe • Astrophysics: the study of the physics of the universe • Bacteriology: the study of bacteria in relation to disease • Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms • Biophysics: the application of theories and methods of the physical sciences to questions of biology • Biology: the science that studies living organisms • Botany: the scientific study of plant life • Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms • Chemistry: the science of matter and its interactions with energy and itself
  • 66. • Climatology: the study of climates and investigations of its phenomena and causes • Computer Science: the systematic study of computing systems and computation • Ecology: the study of how organisms interact with each other and their environment • Electronics: science and technology of electronic phenomena • Engineering: the practical application of science to commerce or industry • Entomology: the study of insects • Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment • Forestry: the science of studying and managing forests and plantations, and related natural resources • Genetics: the science of genes, heredity, and the variation of organisms • Geology: the science of the Earth, its structure, and history
  • 67. • Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement • Medicine: the science concerned with maintaining health and restoring it by treating disease • Meteorology: study of the atmosphere that focuses on weather processes and forecasting • Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes • Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals • Molecular Biology: the study of biology at a molecular level. • Nuclear Physics: the branch of physics concerned with the nucleus of the atom • Neurology: the branch of medicine dealing with the nervous system and its disorders • Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes
  • 68. • Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon- containing compounds • Ornithology: the study of birds • Paleontology: the study of life-forms existing in former geological time periods • Petrology: the geological and chemical study of rocks • Physics: the study of the behavior and properties of matter • Physiology: the study of the mechanical, physical, and biochemical functions of living organisms • Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes • Seismology: the study of earthquakes and the movement of waves through the Earth • Taxonomy: the science of classification of animals and plants • Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes • Zoology: the study of animals
  • 69. • Aerodynamics: the study of the motion of gas on objects and the forces created • Anatomy: the study of the structure and organization of living things • Anthropology: the study of human cultures both past and present • Archaeology: the study of the material remains of cultures • Astronomy: the study of celestial objects in the universe • Astrophysics: the study of the physics of the universe • Bacteriology: the study of bacteria in relation to disease • Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms • Biophysics: the application of theories and methods of the physical sciences to questions of biology • Biology: the science that studies living organisms • Botany: the scientific study of plant life • Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms • Chemistry: the science of matter and its interactions with energy and itself • Climatology: the study of climates and investigations of its phenomena and causes • Computer Science: the systematic study of computing systems and computation • Ecology: the study of how organisms interact with each other and their environment • Electronics: science and technology of electronic phenomena • Engineering: the practical application of science to commerce or industry • Entomology: the study of insects • Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment • Forestry: the science of studying and managing forests and plantations, and related natural resources • Genetics: the science of genes, heredity, and the variation of organisms • Geology: the science of the Earth, its structure, and history • Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement • Medicine: the science concerned with maintaining health and restoring it by treating disease • Meteorology: study of the atmosphere that focuses on weather processes and forecasting • Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes • Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals • Molecular Biology: the study of biology at a molecular level. • Nuclear Physics: the branch of physics concerned with the nucleus of the atom • Neurology: the branch of medicine dealing with the nervous system and its disorders • Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes • Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon-containing compounds • Ornithology: the study of birds • Paleontology: the study of life-forms existing in former geological time periods • Petrology: the geological and chemical study of rocks • Physics: the study of the behavior and properties of matter • Physiology: the study of the mechanical, physical, and biochemical functions of living organisms • Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes • Seismology: the study of earthquakes and the movement of waves through the Earth • Taxonomy: the science of classification of animals and plants • Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes • Zoology: the study of animals
  • 70. • Aerodynamics: the study of the motion of gas on objects and the forces created • Anatomy: the study of the structure and organization of living things • Anthropology: the study of human cultures both past and present • Archaeology: the study of the material remains of cultures • Astronomy: the study of celestial objects in the universe • Astrophysics: the study of the physics of the universe • Bacteriology: the study of bacteria in relation to disease • Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms • Biophysics: the application of theories and methods of the physical sciences to questions of biology • Biology: the science that studies living organisms • Botany: the scientific study of plant life • Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms • Chemistry: the science of matter and its interactions with energy and itself • Climatology: the study of climates and investigations of its phenomena and causes • Computer Science: the systematic study of computing systems and computation • Ecology: the study of how organisms interact with each other and their environment • Electronics: science and technology of electronic phenomena • Engineering: the practical application of science to commerce or industry • Entomology: the study of insects • Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment • Forestry: the science of studying and managing forests and plantations, and related natural resources • Genetics: the science of genes, heredity, and the variation of organisms • Geology: the science of the Earth, its structure, and history • Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement • Medicine: the science concerned with maintaining health and restoring it by treating disease • Meteorology: study of the atmosphere that focuses on weather processes and forecasting • Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes • Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals • Molecular Biology: the study of biology at a molecular level. • Nuclear Physics: the branch of physics concerned with the nucleus of the atom • Neurology: the branch of medicine dealing with the nervous system and its disorders • Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes • Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon-containing compounds • Ornithology: the study of birds • Paleontology: the study of life-forms existing in former geological time periods • Petrology: the geological and chemical study of rocks • Physics: the study of the behavior and properties of matter • Physiology: the study of the mechanical, physical, and biochemical functions of living organisms • Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes • Seismology: the study of earthquakes and the movement of waves through the Earth • Taxonomy: the science of classification of animals and plants • Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes • Zoology: the study of animals
  • 71.  Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy
  • 72.  Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy
  • 73.  Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy
  • 74.  Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy
  • 75.  Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy
  • 76. • Activity! Sketching out the scientific method. Copyright © 2010 Ryan P. Murphy
  • 77. • Activity! Sketching out the scientific method. – This requires a full page and will look like the example on the next page when done. Copyright © 2010 Ryan P. Murphy
  • 78. Observe Add to background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Copyright © 2010 Ryan P. Murphy
  • 79. Observe and question Copyright © 2010 Ryan P. Murphy
  • 80. Observe Collect background information Copyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. Murphy
  • 83. Observe Collect background information Form a Hypothesis Create an experiment with a control group and experimental group. Collect data Copyright © 2010 Ryan P. Murphy
  • 84. Observe Collect background information Form a Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Copyright © 2010 Ryan P. Murphy
  • 85. Observe Collect background information Form a Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Reject hypothesis Copyright © 2010 Ryan P. Murphy
  • 86. Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Reject hypothesis Copyright © 2010 Ryan P. Murphy
  • 87. Observe Collect background information Form a new Hypothesis Create a new experiment with a control group and experimental group. Collect data Analyze the data Reject hypothesis Copyright © 2010 Ryan P. Murphy
  • 88. Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Copyright © 2010 Ryan P. Murphy
  • 89. Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Copyright © 2010 Ryan P. Murphy
  • 90. Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Copyright © 2010 Ryan P. Murphy
  • 91. Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Copyright © 2010 Ryan P. Murphy
  • 92. Observe Add to background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Copyright © 2010 Ryan P. Murphy
  • 93. Observe Add to background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Copyright © 2010 Ryan P. Murphy
  • 94. Observe Add to background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Copyright © 2010 Ryan P. Murphy
  • 95. Observe Add to background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Copyright © 2010 Ryan P. Murphy Learn more about the scientific method: http://teacher.nsrl.rochester.edu/phy_labs/appendixe/appendixe.ht ml
  • 96. • Experiments search for cause and effect relationships in nature.
  • 97. • Experiments search for cause and effect relationships in nature. • These changing quantities are called variables.
  • 98.
  • 99. • Does your grade depend on how much time you spend on your work?
  • 100. • Does your grade depend on how much time you spend on your work? – The dependent variable depends on other factors (how much you studied, effort, etc.)
  • 101. • Does your grade depend on how much time you spend on your work? – The dependent variable depends on other factors (how much you studied, effort, etc.) – Independent variable is the one you have control over (how much you studied).
  • 102. • Does your grade depend on how much time you spend on your work? – The dependent variable depends on other factors (how much you studied, effort, etc.) – Independent variable is the one you have control over (how much you studied). • You have control over your grades.
  • 103.  Variable: Changing quantity of something.  -  -  -
  • 104.  Variable: Changing quantity of something.  -  -  -
  • 105.  Variable: Changing quantity of something.  -  -  -
  • 106.  Variable: Changing quantity of something.  -  -  -
  • 107.  Independent: (Change) The variable you have control over, what you can choose and manipulate.
  • 108.  Independent: (Change) The variable you have control over, what you can choose and manipulate.
  • 109.  Independent: (Change) The variable you have control over, what you can choose and manipulate.
  • 110.  Dependent: (Observe) What you measure in the experiment and what is affected during the experiment.
  • 111.  Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test.
  • 112.  Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test.
  • 113.  Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test.
  • 114.  Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test. Everything is exactly the same except for the independent variable
  • 115. Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
  • 116. Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
  • 117. Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
  • 118. Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
  • 119. Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
  • 120. Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
  • 121. Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
  • 122. Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.
  • 123. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
  • 124. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
  • 125. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
  • 126. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
  • 127. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
  • 128. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
  • 129. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
  • 130. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
  • 131. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference.
  • 132. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on his counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  • 133. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  • 134. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  • 135. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  • 136. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  • 137. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  • 138. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  • 139. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  • 140. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  • 141. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  • 142. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  • 143. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  • 144. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them.
  • 145. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. – Everything is the same except for the minerals
  • 146.
  • 147. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The students injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  • 148. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  • 149. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  • 150. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  • 151. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  • 152. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  • 153. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  • 154. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  • 155. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  • 156. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  • 157. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers. • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  • 158. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers. • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  • 159. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers. • Control = Both containers were identical except one was given cigarette smoke (independent variable).
  • 160.
  • 161. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  • 162. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  • 163. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  • 164. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  • 165. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  • 166. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  • 167. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  • 168. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  • 169. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  • 170. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  • 171. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  • 172. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  • 173. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  • 174. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same.
  • 175. • Activity! Investigating the scientific method and soda cans. Copyright © 2010 Ryan P. Murphy
  • 176. • Soda and the Scientific Method. Copyright © 2010 Ryan P. Murphy
  • 177. • Soda and the Scientific Method. – Problem: What type of soda should we bring on a rafting trip? Copyright © 2010 Ryan P. Murphy
  • 178. • Soda and the Scientific Method. – Problem: What type of soda should we bring on a rafting trip? – We are going rafting down a Class V section of whitewater. Copyright © 2010 Ryan P. Murphy
  • 179. • Soda and the Scientific Method. – Problem: What type of soda should we bring 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. Copyright © 2010 Ryan P. Murphy
  • 180. • Please set up the spread sheet below. (6 by 7) Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium mg Calories Sugar g Mass g Volume. ml Density g/cm3 Can you find?
  • 181. • Please set up the spread sheet below. (6 by 7) Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium mg Calories Sugar g Mass g Volume. ml Density g/cm3 Can you find? 375ml 375ml 375ml 375ml 375ml
  • 182. • 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! Copyright © 2010 Ryan P. Murphy
  • 183. • 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! Copyright © 2010 Ryan P. Murphy
  • 184. • 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! Copyright © 2010 Ryan P. Murphy
  • 185. • 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! Copyright © 2010 Ryan P. Murphy
  • 186. • 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! Copyright © 2010 Ryan P. Murphy
  • 187. • 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. Copyright © 2010 Ryan P. Murphy
  • 188. • Answers Copyright © 2010 Ryan P. Murphy 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
  • 189. • Answers Copyright © 2010 Ryan P. Murphy 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
  • 190. • Soda and Scientific Method – Determine the density of each soda D= M/V – Mass (g) – Density = ----------------- = _______ g/cm3 – Volume cm3 Copyright © 2010 Ryan P. Murphy
  • 191. Copyright © 2010 Ryan P. Murphy 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
  • 192. Copyright © 2010 Ryan P. Murphy 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
  • 193. Copyright © 2010 Ryan P. Murphy 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
  • 194. Copyright © 2010 Ryan P. Murphy 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
  • 195. Copyright © 2010 Ryan P. Murphy 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
  • 196. Copyright © 2010 Ryan P. Murphy 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
  • 197. Copyright © 2010 Ryan P. Murphy 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
  • 198. Copyright © 2010 Ryan P. Murphy 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
  • 199. Copyright © 2010 Ryan P. Murphy 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
  • 200. Copyright © 2010 Ryan P. Murphy 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
  • 201. Copyright © 2010 Ryan P. Murphy 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
  • 202. • Which one will float in water? Copyright © 2010 Ryan P. Murphy 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
  • 203.
  • 204.
  • 205.
  • 206.
  • 207.
  • 208.
  • 209. • Which one will float in water? Diet Coke Copyright © 2010 Ryan P. Murphy 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
  • 210. • Answer: The diet soda floats because it has a density of less than 1. Copyright © 2010 Ryan P. Murphy
  • 211. • 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. Copyright © 2010 Ryan P. Murphy
  • 212. • 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? Copyright © 2010 Ryan P. Murphy
  • 213. • 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? Copyright © 2010 Ryan P. Murphy
  • 214. • 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? – Should we bring Mtn. Dew? Copyright © 2010 Ryan P. Murphy
  • 215. • 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 Copyright © 2010 Ryan P. Murphy
  • 216. • Activity! CSI Copyright © 2010 Ryan P. Murphy
  • 217. • Activity! CSI – You will visit a crime scene. Copyright © 2010 Ryan P. Murphy
  • 218. • Activity! CSI – You will visit a crime scene. – Sketch out the scene focusing on all of your observations. Copyright © 2010 Ryan P. Murphy
  • 219. • Activity! CSI – You will visit a crime scene. – Sketch out the scene focusing on all of your observations. – Create a hypothesis (educated guess) of what happened based on your observations. Copyright © 2010 Ryan P. Murphy
  • 220. • Activity! CSI – You will visit a crime scene. – Sketch out the scene focusing on all of your observations. – Create a hypothesis (educated guess) of what happened based on your observations. – Draw a conclusion based on evidence. Copyright © 2010 Ryan P. Murphy
  • 221. • Activity! (Optional) Times Have Changed. Copyright © 2010 Ryan P. Murphy
  • 222. • Activity Sheet Available, Times have changed, Trials, Average. – Variance and Standard Deviation Extension
  • 223. • Note- The learning today will only partly be about variations in sound.
  • 224. • 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.
  • 225. • We must use the scientific method to gather empirical and measurable evidence.
  • 226. • We must use the scientific method to gather empirical and measurable evidence. – The sample size should be large.
  • 227. • We must use the scientific method to gather empirical and measurable evidence. – The sample size should be large. – Random sampling techniques should be used.
  • 228. • We must use the scientific method to gather empirical and measurable evidence. – The sample size should be large. – Random sampling techniques should be used. – All biases should be avoided and poorly collected data should be thrown out.
  • 229. • 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
  • 230. • 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
  • 231. • Problem: Can you determine an old penny from a new penny by the sound it makes when dropped?
  • 232. • Problem: Can you determine an old penny from a new penny by the sound it makes when dropped? – Old = Made before 1982 – New = Made after 1982
  • 233. • Problem: Can you determine an old penny from a new penny by the sound it makes when dropped? – Old = Made before 1982 – New = Made after 1982
  • 234. • 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
  • 235. • 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
  • 236. • Make an educated guess called a hypothesis for the problem. – Problem: Can you determine an old penny from a new penny by the sound it makes when dropped?
  • 237. • 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.
  • 238. • 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
  • 239. • 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. Copyright © 2010 Ryan P. Murphy
  • 240.
  • 241. • Problem: Can you determine an old penny from a new penny by the sound it makes 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?
  • 242. • 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.
  • 243. • 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
  • 244. • 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.
  • 245. • 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
  • 246. • Stand Deviation Calculator: – Did we calculate correctly? – http://www.mathsisfun.com/data/standard- deviation-calculator.html
  • 247. • Remember to use, and encourage others to use the Metric System! Copyright © 2010 Ryan P. Murphy
  • 248. • You should be very close to completion of your bundle.
  • 249. • You can now add information to the white spaces around the following. – You can also color the sketches and text.
  • 250. Magnification: The act of expanding something in apparent size. King Henry Died While Drinking Chocolate Milk
  • 251. Magnification: The act of expanding something in apparent size. King Henry Died While Drinking Chocolate Milk
  • 252. 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.
  • 253. 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.
  • 254. 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. 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.
  • 255. 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. 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.
  • 256. 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. 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.
  • 257. 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. 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.
  • 258. 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. 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.
  • 259.
  • 260.
  • 261. • Activity! Science Skills Unit Review Game Copyright © 2010 Ryan P. Murphy
  • 262. • Activity! (Optional) Making Goop / Time to show me your science skills. – Available Sheet
  • 263. • Activity! (Optional) Making Goop • Directions in video and on next slide. • http://www.youtube.com/watch?v=48- DU0kQtPg
  • 264. • Materials – Glue bottle (4oz) – 2 mixing bowls – Water – Mixing spoon – Measuring Cups – Borax – Measuring spoon – Sealable Bag
  • 265. • 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.
  • 266. • 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.
  • 267.
  • 268. • “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
  • 269. • “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
  • 270.
  • 271. • 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 Copyright © 2010 Ryan P. Murphy
  • 273.
  • 274. 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
  • 275.
  • 276.
  • 277.
  • 278. • 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
  • 279.
  • 280. • 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
  • 281. 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
  • 282. • 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