Science in Our World

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Science in Our World
Preview
Section 1 Science and Scientists Section 2
Scientific Methods Section 3 Scientific
Models Section 4 Science and Engineering Sectio
n 5 Tools, Measurement, and Safety
Concept Mapping
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Section 1 Science and Scientists
Bellringer
Imagine the following One day, you decide to pop
some popcorn. You put the bag in the microwave,
but after a couple of minutes of cooking, it is
clear the popcorn is not popping. Why did this
happen? What steps could you take to help locate
the problem? Write your responses in your
science journal.
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Section 1 Science and Scientists
Objectives

• Describe three methods of investigation.
• Identify benefits of science in the world around
  you.
• Describe jobs that use science.

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Section 1 Science and Scientists
Science Starts with a Question

• The process of gathering knowledge about the
  natural world is called science. Asking a
  question is often the first step in the process
  of gathering knowledge.
• In Your Own Neighborhood Take a look around
  your school and your neighborhood. What questions
  can you ask about your surroundings?

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Section 1 Science and Scientists
Science Starts with a Question, continued

• The World and Beyond The world is a big place.
  What questions can you ask about deserts,
  forests, or beaches? What type of plants and
  animals live in each of these places?
• Earth is not the only place to look for
  questions. You can look outward to the moon, sun,
  and the rest of the universe.

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Section 1 Science and Scientists
Investigation The Search for Answers

• Research Find answers to questions by looking
  up information in reliable sources.
• Observation Make careful observations to answer
  questions.
• Experimentation Perform experiments to learn
  answers to questions.

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Section 1 Science and Scientists
Why Ask Why?

• Saving Lives Science helps make cars safer in
  many ways. These safety measures help save lives.
• Saving Resources Science helps make resources
  last longer through more-efficient methods of
  recycling.
• Saving the Environment Science helps protect
  the environment and makes the world a healthier
  place.

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Section 1 Science and Scientists
Scientists Are All Around You

• Meteorologist A meteorologist is a person who
  studies the atmosphere.
• Geochemist A geochemist is a person who
  specializes in the chemistry of rocks, minerals,
  and soil.
• Ecologist An ecologist is a person who studies
  a community of organisms and their nonliving
  environment.

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Section 1 Science and Scientists
Scientists Are All Around You, continued

• Volcanologist A volcanologist is a person who
  studies volcanoes.
• Science Illustrator A science illustrator is a
  person who draws scientific diagrams.

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Section 2 Scientific Methods
Bellringer
Answer the following question How can you prove
that the world is not flat? Write your responses
in your science journal.
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Section 2 Scientific Methods
Objectives

• Identify the steps used in scientific methods.
• Formulate testable hypotheses.
• Explain how scientific methods are used to
  answer questions and solve problems.

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Section 2 Scientific Methods
What Are Scientific Methods?

• The ways in which scientists answer questions
  and solve problems are called scientific methods.
  
• As scientists look for answers, they often use
  the same steps. But there is more than one way to
  use the steps. Scientists may repeat some steps
  or do them in a different order.

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Section 2 Scientific Methods
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Section 2 Scientific Methods
Ask a Question

• Asking a question helps focus the purpose of an
  investigation. Scientists often ask a question
  after making observations.
• An observation is any use of the senses to
  gather information.
• Observations should be accurately recorded so
  that scientists can use the information in future
  investigations.

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Section 2 Scientific Methods
Ask a Question, continued

• A Real-World Question Engineers are scientists
  who put scientific knowledge to practical human
  use.
• Engineers create technology. Technology is the
  application of science for practical purposes.
• For example, engineers Czarnowski and
  Triantafyllou studied the efficiency of boat
  propulsion systems.

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Section 2 Scientific Methods
Ask a Question, continued

• The Importance of Boat Efficiency Efficiency
  compares the energy used to move the boat forward
  with the energy supplied by the engine. Making
  boats more efficient would save fuel and money.
• Based on their observations, Czarnowski and
  Triantafyllou asked the question How can boat
  propulsion systems be made more efficient?

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Section 2 Scientific Methods
Form a Hypothesis

• Once you have asked a question and made
  observations, you are ready to form a hypothesis.
• A hypothesis an explanation that is based on
  prior scientific research or observations that
  can be tested.

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Section 2 Scientific Methods
Form a Hypothesis, continued

• Nature Provides a Possible Answer Czarnowski
  studied penguins swimming and formed the
  hypothesis A propulsion system that mimics the
  way a penguin swims will be more efficient than a
  propulsion system that uses propellers.
• Make Predictions Before scientists test a
  hypothesis, they often make predictions that
  state what they think will happen during the
  actual test of the hypothesis.

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Section 2 Scientific Methods
Hypothesis
Click below to watch the Visual Concept.
Visual Concept
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Section 2 Scientific Methods
Test the Hypothesis

• After you form a hypothesis, you must test it.
  Testing helps you find out if your hypothesis is
  correct or not.
• Keep It Under Control One way to test a
  hypothesis is to do a controlled experiment. A
  controlled experiment tests one variable at a
  time. By changing only the variable, scientists
  can see the results of just that one change.

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Section 2 Scientific Methods
Test the Hypothesis, continued

• Testing Proteus Czarnowski and Triantafyllou
  built a model penguin boat called Proteus to test
  their hypothesis.
• The engineers took Proteus into open water to
  collect data. Data are pieces of information
  acquired through observation or experimentation.

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Section 2 Scientific Methods
Analyze the Results

• Once you have your data, you must analyze them
  to find out whether the results support your
  hypothesis. The graphs below show the analysis of
  the tests done on Proteus.

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Section 2 Scientific Methods
Draw Conclusions

• At the end of an investigation, you must draw a
  conclusion. Your conclusion can help you decide
  what you do next.
• The Proteus Conclusion Czarnowski and
  Triantafyllou found that the penguin propulsion
  system was more efficient than a propeller
  system. So, they concluded that their hypothesis
  was supported.

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Section 2 Scientific Methods
Communicate Results

• One of the most important steps in an
  investigation is to communicate your results
  accurately and honestly.
• Communicating About Proteus Czarnowski and
  Triantafyllou published their results in academic
  papers. They also displayed their project and its
  results on the Internet.

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Section 3 Scientific Models
Bellringer
To teach cardiopulmonary resuscitation (CPR),
instructors often use a mannequin to model a
human upper torso and head. Why do you think CPR
is taught with a model instead of a real human?
Would the class be as effective if a model were
not used? Explain your answer.
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Section 3 Scientific Models
Objectives

• Describe how models are used to represent the
  natural world.
• Identify three types of scientific models.
• Describe theories and laws.

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Section 3 Scientific Models
Types of Scientific Models

• A representation of an object or a system is
  called a model or prototype.

• Physical Models look like they thing they
  represent. For example, the model flower shown at
  right can be used to learn the parts of a real
  flower.

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Section 3 Scientific Models
Types of Scientific Models, continued

• Mathematical Models are made up of mathematical
  equations and data. The weather map shown below
  is a mathematical model.

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Section 3 Scientific Models
Types of Scientific Models, continued

• Conceptual Models are systems of ideas or are
  based on making comparisons with familiar things
  to explain an idea.
• The big bang theory explains the origin of the
  universe. This theory is an example of a
  conceptual model.

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Section 3 Scientific Models
Models Are Just the Right Size

• Models are often used to represent things that
  are very small or very large.
• Models are useful for studying cells and
  particles of matter that are too small to see
  with the unaided eye.
• Models are also useful for studying objects that
  are too large to see completely, such as the
  Earth or the solar system.

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Section 3 Scientific Models
Models Build Scientific Knowledge

• Models are often used to help illustrate and
  explain scientific theories.
• In science, a theory is a unifying explanation
  for a broad range of hypotheses and observations
  that have been supported by testing.
• Theories and models can change as new
  observations are made.

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Section 3 Scientific Models
Models Build Scientific Knowledge, continued

• Scientific Laws When a theory and its models
  correctly predict the results of many different
  experiments, a scientific law could be formed.
• In science, a law is a summary of many
  experimental results and observations.
• Laws are not the same as theories. Laws tell you
  only what happens, not why it happens.

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Section 4 Science and Engineering
Bellringer
Imagine the following You have been asked to
investigate what is the most nutritional lunch
for middle school students. Briefly describe the
process you would follow to determine the most
nutritional lunch. After you have completed your
plan, make a list of biases or personal
preferences that could cause errors in the
investigation. How would you avoid these Write
your answers in your science journal.
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Section 4 Science and Engineering
Objectives

• Explain how science, technology, engineering,
  and mathematics are related.
• Identify ways that technology responds to
  social, political, and economic needs.
• Explain the engineering design process for
  developing new technologies.
• Describe technology in terms of its intended
  benefits and unintended consequences.

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Section 4 Science and Engineering
What Is Technology

• Technology refers to the products and processes
  that are designed to serve our needs.
• Technology also refers to the tools and methods
  for creating these products.
• Technology applies to any product, process, or
  knowledge that is developed to meet a need.

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Section 4 Science and Engineering
How Does Science Relate to Technology?

• Engineering uses scientific knowledge to develop
  technologies.
• Engineers use science and mathematics to create
  new technologies that serve human needs.
• There are many different types of engineers who
  develop a variety of very different products.

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Section 4 Science and Engineering
How Does Science Relate to Technology? continued

• Engineering is the process of creating
  technology.
• Scientists, inventors, business owners, artists,
  and even students have also engineered new
  technologies.
• Anyone can follow the engineering design process
  to solve a problem or address a need.

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Section 4 Science and Engineering
What is the Engineering Design Process?

• The engineering design process has similarities
  to the scientific process.
• Like the scientific process, some steps may
  require repeating or modifying to fit different
  needs.

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Section 4 Science and Engineering
What is the Engineering Design Process? continued

• Step 1 Ask Identifying and Researching a Need
• Engineers define and describe the need or
  problem they are trying to solve.
• Research provides engineers with information for
  problem solving.

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Section 4 Science and Engineering
What is the Engineering Design Process? continued

• Step 2 Imagine Developing Possible Solutions
• Brainstorming is the process in which a group of
  people share ideas quickly to promote additional
  ideas.
• Sometimes a possible solution to the problem
  comes from these ideas or it may take more time
  and thought.

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Section 4 Science and Engineering
What is the Engineering Design Process? continued

• Step 3 Plan Making a prototype
• A prototype is a test model of the product.
• Prototypes allow engineers to see if their
  design works the way they expect it to.

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Section 4 Science and Engineering
What is the Engineering Design Process? continued

• Step 4 Create Testing and Evaluating
• Prototypes are tested and evaluated.
• Engineers complete a cost-benefit analysis to
  make sure that the cost of designing and
  producing the new product is worth its benefit.
• For example, it may only makes sense to produce
  a new product if it is not too expensive to
  produce.

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Section 4 Science and Engineering
What is the Engineering Design Process? continued

• Step 5 Improve Modifying and Retesting the
  Solution
• If a prototype was not successful or did not
  work well, engineers would either modify their
  prototype or try a new solution.
• It is important that the engineers consider what
  was learned from the first prototype before they
  begin the design process again.

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Section 4 Science and Engineering
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Section 4 Science and Engineering
What is the Engineering Design Process? continued

• Communication Engineers often need to share
  their successes, failures, and reasoning with
  others.
• Engineers may explain and promote the technology
  to customers, or they may communicate with the
  public through news releases, advertisements, or
  journals.

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Section 4 Science and Engineering
Technology and Society

• Technology provides solutions for many types of
  social, political, and economic needs.
• Intended Benefit An intended benefit is the
  positive purpose for which a technology is
  designed to be used.
• Unintended Consequences Unintended consequences
  are uses or results that engineers do not
  purposely include in the design of products. An
  unintended consequence can be beneficial.

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Section 4 Science and Engineering
Bioengineering

• Bioengineering The application of engineering
  to living things, such as humans and plants, is
  called bioengineering.

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Section 4 Science and Engineering
Bioengineering, continued

• Assistive Bioengineering Bioengineered
  technologies can be classified as either
  assistive or adaptive.
• Assistive technologies are developed to help
  organisms with changing them.
• Adaptive bioengineered products change the
  living organism.

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Section 5 Tools, Measurement, and Safety
Bellringer
How would a standard system of weights and
measures, agreed to and used around the world,
make life easier? Give examples. Write your
answers in your science journal.
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Section 5 Tools, Measurement, and Safety
Objectives

• Identify tools used to collect and analyze data.
• Explain the importance of the International
  System of Units.
• Identify the appropriate units to use for
  particular measurements.
• Identify safety symbols.

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Section 5 Tools, Measurement, and Safety
Tools for Measuring

• To get the best measurements, you need the
  proper tools. Stopwatches, metersticks,
  thermometers, and balances are examples of tools
  for measuring.
• Tools for Analyzing
• Calculators, computers, and even pencils and
  paper, are tools you can use to analyze your data.

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Section 5 Tools, Measurement, and Safety
Measurement

• The International System of Units (SI) is the
  current name for the metric system. It is used by
  most scientists and almost all countries. All SI
  units are based on the number 10.
• Length The basic SI unit of length is the meter
  (m). Other SI units of length are larger or
  smaller than the meter by multiples of 10.

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Section 5 Tools, Measurement, and Safety
Measurement, continued

• Area is a measure of how much surface an object
  has. The units for area are square units, such as
  square kilometers (km2) and square meters (m2).
• The equation for calculating area is
• area ? length ? width

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Section 5 Tools, Measurement, and Safety
Measurement, continued

• Mass is the amount of matter that something is
  made of. The kilogram (kg) is basic SI unit for
  mass.
• Volume is the amount of space that something
  occupies. The volume of liquids are usually given
  in liters (L) or milliliters (mL). The volume of
  solids can be given in cubic meters (m3), cubic
  centimeters (cm3), or cubic millimeters (mm3).

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Section 5 Tools, Measurement, and Safety
Measurement, continued

• Density is the amount of matter in a given
  volume. Density can be expressed in grams per
  milliliter (g/mL) or grams per cubic centimeter
  (g/cm3).
• The equation for calculating density is

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Section 5 Tools, Measurement, and Safety
Measurement, continued

• Temperature is a measure of how hot (or cold)
  something is. Scientists often use degrees
  Celsius (C) as the unit for temperature. Kelvins
  (K), the SI base unit for temperature, is also
  used.
• Common SI units and their conversions are shown
  on the next slide.

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Section 5 Tools, Measurement, and Safety
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Section 5 Tools, Measurement, and Safety
Safety Rules!

• Always follow your teachers instructions.
• Read lab procedures carefully and thoroughly.
• Pay special attention to safety information and
  know the safety symbols.

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Science in Our World
Concept Mapping
Use the terms below to complete the concept map
on the next slide. hypotheses social
needs engineers experiments scientific
method political needs technology questions
scientists engineering design process


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Science in Our World
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Science in Our World