PowerPoint Learning Quest

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PowerPoint Learning Quest

• Biology 9
• Unit 1 Scientific Method

Created by Jeff Wolf and Elizabeth Weninger
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Objectives After completing this Learning Quest
the student will

• Describe the detailed steps of Scientific Method
  (OHEC) used when conducting experiments.
• Apply the Scientific Method steps in the
  development of their own experiment.

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Directions

1. Follow the instructions in the Anticipation Guide
   found in this PowerPoint Presentation.
2. Follow the instructions and answer all questions
   found in the Learning Guide.
3. Follow the instructions in the Conclusion guide.
4. ALL THREE GUIDES CAN BE FOUND IN THIS LEARNING
   POWERPOINT QUEST

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Anticipation Guide (Page 1)

• Scientists use many skills in order to gather
  information.
• When a scientist begins to gather information, we
  often call this period of gathering information
  REASEARCH. Research can be done by reading and
  experimenting.

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Anticipation Guide (Page 2)

• The four key steps of the scientific method
  include
• Observations.
• A Hypothesis.
• An Experiment.
• And Conclusion.
• These can easily be remembered as OHEC! The
  following slides will give you an example of OHEC
  in a simulated experiment. The experiment will
  be the testing of different types of paper
  airplanes.

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Anticipation Guide (Page3)

• In our first step, it is important to observe the
  object to decide what scientific questions you
  should ask.
• In the case of our simulated experiment, a
  scientist can watch an airplane launch from
  different angles, as well as, from different
  heights. A scientist can also watch what happens
  when an airplane lands on a tile surfaced floor
  compared to when an airplane lands on a carpeted
  floor. Observing the flight of two different
  airplanes may also be a possibility during this
  stage of the OHEC research process.

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Anticipation Guide (Page 4)

• The next step in our OHEC research process is the
  hypothesis. When a person makes an educated
  guess, based on prior information, this guess is
  called a hypothesis. A hypothesis can also be a
  suggested solution on how to solve a problem.
• In the case of our simulated paper airplane
  experiment, a scientist could make a hypothesis
  that a paper airplane, launch at a 30 degree
  angle will fly further than a paper airplane
  launched at a 35 degree angle.

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Anticipation Guide (Page 5)

• The third step in the OHEC research process is
  the experimentation step.
• In the experiment step of our simulated paper
  airplane experiment, a scientist could throw a
  paper airplane at a 30 degree angle three times,
  and then throw the same airplane at a 35 degree
  angle three times to determine the average length
  of travel. This would help in determining which
  angle allows for a greater distance for the
  airplane flight.

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Anticipation Guide (Page 6)

• The final step in the OHEC research process is
  the development of a conclusion.
• Depending on the results of our paper airplane
  experiment, a scientist could conclude whether
  the paper airplane launched at a 30 degree angle
  flew further than a paper airplane launched at a
  35 degree angle. Therefore, within the
  conclusion statement the scientist can prove or
  disprove their original hypothesis.

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Learning Guide (Page 1)

• In addition to OHEC, scientists often use other
  skills that are connected to the observation,
  hypothesis, experiment, and conclusion process
  known as scientific method.

• These skills can be classified in one or more of
  the OHEC steps
• Measuring.
• Inferring.
• Classifying.
• Organizing.
• Predicting.
• Modeling.
• Analyzing.

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Learning Guide (Page 2)

• Although scientists do not use all of these
  skills while conducting, their research it is
  important that scientists think like detectives
  and use all their skills to solve a mystery.
  Sometimes by solving these mysteries, scientists
  can help prevent the destruction of an endangered
  species or even help cure a contagious disease.
• In the Learning Guide, we will look at these
  skills more closely.

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Learning Guide (Page 3)

• One science skill, important to all scientists is
  measuring. Measuring can be used in the
  observing, hypothesis or the experimental steps
  of the OHEC science research process. Measuring
  can be a very important tool when a scientist
  needs an exact observation.
• The length of our paper airplane flights would be
  important information for our simulate experiment
  in the Anticipation Guide.

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Learning Guide (Page 4)

• Another science skill used by scientist is
  classifying. Classifying occurs when you group
  objects based on how they are alike. This could
  be used in the experiment or conclusion steps of
  OHEC!
• The paper airplane flights could be grouped by
  launching angle or distance the airplane flew.

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Learning Guide (Page 5)

• Organizing your research is another science skill
  where a scientist can group his or her work in
  chronological order (i.e. presenting ideas
  according to the time in which they occurred), or
  emphatic order (i.e. placing ideas in order based
  on importance).

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Learning Guide (Page 6)

• Predicting, another science skill, gives the
  scientist an opportunity to make a guess on the
  outcome of their research. Sometimes this guess
  will be an educated guess and sometimes this
  guess will be just a gamble.

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Learning Guide (Page 7)

• The final two skills important to scientist are
  modeling and analyzing. A model, for example, a
  drawing, diagram or 3-D copy can be very helpful
  in studying a particular problem.
• When a scientist analyzes information, they study
  it carefully before presenting the information to
  someone important such as a doctor or a professor
  at a university.

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Learning Guide (Page 8)

• Inferring is also another important tool to a
  scientist. When you infer, you form a conclusion
  based upon facts. This is an important portion to
  the concluding step of the OHEC process.

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Learning Guide (Page 9)
Dependent and Independent Variables

• The dependent variable is a measure of the
  change. Any changes in it depends on changes
  made to the independent variable.
• The Dependent variable demonstrates the effect of
  changing the independent variable.

• For example, if Jim is down the school hallway
  and comes to an intersection, he can either turn
  left towards the gym or right towards the office.
  If Jim has gym class now, that decision
  determines which way Jim will be going.
  Therefore, the independent variable is Jims gym
  class and the dependent variable is the fact that
  Jim will turn left.

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Learning Guide (Page 10)
Practice Assessment 1
Find your teacher before taking this assessment.
Print this form and finish the following
sentences to the left with their terms to the
right.

1. When you suggest a solution to a problem, you are
   offering a ______.
2. By creating a diagram of how the paper airplane
   flew, you are presenting a ______ to the
   audience.
3. When you use all of your senses during an
   experiment, you are making an ________.
4. Chronological order is another form of _________
   your information.
5. When you study your information carefully, you
   are ________ it.
6. __________is when a scientist forms a conclusion
   based upon facts without making observations.
7. __________ is grouping objects based upon how
   they are alike.

• Analyzing.
• Classifying.
• Observation.
• Hypothesis.
• Modeling.
• Organizing.
• Inferring.

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Conclusion Guide (Page 1)
Part One Graphing Skills

• In part one of the Conclusion Guide, your job
  will be to recall your graphing skills. Graphing
  is an important part of being a scientist.
  Graphs can be used to display data that was
  collected during an experiment.
• Graphs must always be constructed correctly and
  accurately to portray the data collected from the
  experiment.
• A graph must contain five key parts in order to
  display the data collected accurately. These
  five major parts are The title, the independent
  variable , the dependent variable ,the scales for
  each variable and a legend.

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Conclusion Guide (Page 2)

• Part one The Title.
• The title tells the reader what the graph is
  about. Within this title the scientist should
  make a clear statement about the experiments
  independent and dependent variables.

TITLE!!!
Title
Title
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Conclusion Guide (Page 3)

• Part two The Independent Variable.
• The independent variable is the part of the
  experiment that can be controlled by the
  scientist. These sections of the experiment
  usually include time, depth, and temperature.
• The independent variable is always placed on the
  x- axis (horizontal axis).

The x axis
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Conclusion Guide (Page 4)

• Part three The Dependent Variable.
• The dependent variable is that variable which is
  directly affected by the independent variable.
• Here is a perfect example of how independent
  variables are found during an experiment.
  Example question How many oxygen bubbles does a
  dolphin produce located at 15 meters below the
  surface of the water? The oxygen bubbles are
  dependent on the depth of the water.
• Therefore the measure of the bubbles would be a
  dependent variable and would be placed on the y
  -axis (vertical axis).

The y axis
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Conclusion Guide (Page 5)

• Part four Scales for each Variable.
• When constructing a graph one needs to know where
  to plot the points to correctly represent the
  data.
• To do this a scale must be developed to include
  all the data points from the experiment. The
  scientist must also realize that the graph can
  only take up a minimum amount of space (one
  page).
• Scales should always start with 0 and climb based
  on intervals such as multiples of 2, 5, 10, 25,
  50, 100 and so on.

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Conclusion Guide (Page 6)

• Part five The Legend.
• The legend is a short descriptive narrative
  giving the reader information about the graphs
  data.
• Legends should always be placed into short
  sentences and placed underneath the graph.

Legend
Legend!!!
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Conclusion Guide (Page 7)

• Practice Assessment 2 Using the following data
  below, answer the following questions on the next
  slide and then construct a line graph (Answer
  questions 6-9 after you have constructed the
  graph).

Depth in Meters of Oxygen Bubbles/minute Plant A of Oxygen Bubbles/minute Plant B
1 29 20
5 36 30
12 45 40
18 32 50
28 20 34
30 15 20
35 10 15
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Conclusion Guide (Page 8)

• Click on the graph to the left. At this time,
  Microsoft Word will open on your computer. Print
  this graph so it can be used for practice
  assessment number two.

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Conclusion Guide (Page 9)

• What is the dependent variable? Explain.
• What is the independent variable? Explain.
• What title would you give the graph?
• What are the mean, median, and mode of all 3
  columns of data?
• Depth Mean? Median? Mode?
• Bubble Plant A Mean? Median? Mode?
• Bubble Plant B Mean? Median? Mode?
• What conclusions can be determined from the data
  in graph 1?
• What conclusion can be determined from the data
  in graph 2?
• Can the data in each of these graphs be used to
  construct other types of graphs?
• If so, what other graph types can be constructed?
• Print these questions and once you finished them
  please turn them in to your teacher.

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Conclusion Guide (Page 10)
Part Two Development of an Experiment

• Optional
• For part two of your Conclusion Guide, you will
  develop an experiment using the OHEC process as
  well as all of the specific skills needed for
  completing an OHEC process. See your teacher for
  some suggestions. Remember to use all seven
  science skills in the experiment and lab write
  up.

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Works Cited

• http//www.chemie.at/scientist.jpg
• http//www.ruggeriphoto.com/images/scientist.jpg
• http//www.bakerhughes.com/bakerpetrolite/images/a
  dditives/scientist_at_microscope.jpg
• http//www.houghton.edu/images2/academics/science.
  jpg
• http//www.afsv.af.mil/NWVW/images/Aug-Sept03/Pape
  rAirplanes.jpg
• http//www.fountainofbaloney.com/Resources/paperai
  rplane.jpg
• http//www.fotosearch.com/comp/EYW/EYW184/gbu_010.
  jpg
• http//www.sjcschoolnews.org/teachers/17/images/pa
  per20airplanes.jpg
• http//www.noaanews.noaa.gov/magazine/stories/imag
  es/questionmarks.jpg
• http//dwb.unl.edu/Teacher/NSF/C09/C09Links/www.ko
  bold.demon.co.uk/kinetics/maxboltz.gif

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• Move onto Unit 2 PowerPoint.