Nature of Science:

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Nature of Science

• Science is a way of knowing, a process for
  gaining knowledge and understanding of the
  natural world.
• Who are scientists based on this definition?
• The answer is..
• ANYONE can be a scientist if they are
  discovering about the natural world in a
  systematic way.

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Nature of Science Discussion

• Take some time and determine whether or not you
  can qualify being a scientist. Please write down
  why you can be a scientist even though you are an
  8th grade student.
• Name someone in your family or who is close to
  you, that is a scientist and why.
• Remember, if they are finding out about the world
  in a systematic way, then they are a scientist.

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Nature of Science

• Each science process is unique depending on 1)
  what is observed and 2) how scientists modify
  (change) their conceptual models and their
  experiments.
• Mrs. Walker will show you one scientific method
  that as we go through this scientific process.
  (These slides are in a different color so you
  know not to write notes on these slides.)
• Here are some of the processes in a scientific
  investigation

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Form a research question.

• Sometimes when we observe something in the
  natural world we may have many questions.
  However, when we want to collect data to find out
  our answer, we choose one question so we test one
  question at a time.

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How do peacock butterflies avoid being eaten?
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Main Points from the research conducted before
the experiment

• Peacock butterflies are eaten by birds
• They are camouflaged with wings closed but open
  wings to show bright eyespots when threatened
• The butterfly wings make a variety of noises as
  they open
• Some of the birds do not eat the butterflies
  after the butterflies open their wings

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Discuss possible outcomes of investigation

• Both of these steps would include
• Researching on the topic and
• Which I discussed I did in the last slide.
• Creating a model.
• I came up with a visual way to show what I
  thought.
• What one ends up deciding to test on is
  considered the Hypothesis.

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Identify variables.

• A variable is anything that can change the
  experiment.
• There are three different variables.
• Independent variable what you test.
• Constant variables what is not tested is kept
  the same between test groups.
• Dependent variable the results (how it is
  measured)
• Control groups sometimes occur if one wants to
  compare what would normally happen. A control
  group is the norm.
• Try to determine in your groups what the
  variables are in my experiment.

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Variables

• Independent Variable- Butterfly characteristic
  (noise, eyespots, both)
• Constant Variables- Type of butterfly, type of
  predator, time since predators last meal, time
  of day, approximate size of butterfly
• Dependent Variable- Result of predator/butterfly
  interaction (Did the butterfly get eaten?)

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Experimental Groups
Butterfly with Eyespots Painted Over
Butterfly with no eyespots or noise maker
Butterfly with noise maker removed
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Plan procedures to control independent variable

• As much as to the extent possible, plan to
  control the constant variables and only test one
  independent variable.
• The experiment Ive shown was tricky to control,
  they had to make sure the paint didnt affect
  whether or not the butterflies were eaten and
  that the predators and butterflies were as
  similar to each other as possible!

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Experimental Groups (Top) and Control Groups
(bottom)
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Collect data on the dependent variable.

• You should know ahead of time how you will be
  collecting the data.
• Then when the experiment is occurring you will be
  prepared to record the data as it comes.
• If you choose to record something that happens
  during your day, you need to record it
• Example time between meals and stomach rumbles

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Data
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Select appropriate format to summarize data
obtained.

• Some ways that you can analyze the data
  appropriately are through
• Graphs
• Charts
• Diagrams
• Etc.

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Results
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Analyze data and construct reasonable conclusions.

• Think about what worked and what didnt work
  before coming up with a main statement.
• Many scientists must say that data was
  inconclusive (meaning it didnt work) but this
  gives them the chance to change their experiment
  and try again.
• - This whole process relies on inference which
  is to make a strong assumption based on the data
  that is collected.

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Conclusion

• Eyespots provide peacock butterflies with the
  effective defense against bird predators. Sound
  made by the butterflys wings does not seem to be
  as important as the eyespots in startling
  predators.

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Prepare written and oral reports of the
investigation.

• Include questions, models, experimental plan,
  data, graphs etc.
• It may also include limitations of the study,
  what needs to be improved, and a revised model.

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Which Laundry Detergent is Best?

• Mitchell Stone
• 3rd Hour

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Types of Detergent

• Hypothesized Result and Why

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Will work Best

• Higher Cost
• Popular Brand

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Will work 2nd Best

• Also a popular brand
• Higher Cost

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Works 3rd Best

• Lower Cost
• Not as Popular

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Will work the Worst

• Lower Cost
• Not seen as Frequently

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Constant Variables

• Stains, Material of Towels, Amount of Detergent,
  Water Temperature, Time of Agitation

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Independent Variables

• Using 4 different detergents

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Stain Makers
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Stains applied to Towels
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Dependent

• How well the Stains come out

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Procedures of Control

1. Apply stains to towels allow to dry
2. Measure ½ cup detergent
3. Add water at 125o F
4. Soak for 1 minute then Agitate for 2 minutes in
   closed container
5. Wring out excess water
6. Repeat steps 2-5 twice per detergent
7. Record results in a data table

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Procedures of Control
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Results of Procedures
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Results of Procedure
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Results of Procedure
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Results of Procedure
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My Science Experiment! Dog Treat Preference
By Briana Winn
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Topic Of Interest
Dog Treats!
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Experimental Question
Do Different Dogs Prefer Different Types of
Treats?
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Apple Turkey
Meaty Riblet
Dry Bone
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Model

• She should have a model of what she thinks would
  work and why

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Hypothesis
I think they will like the Riblets
best, then the Dry Bone and the
Turkey and Apple treats the least.
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Control/constant Variables
Same Dogs, Time Of Day,
And After The Same Activity.
Cosmo!
Ravin!
Yoshe!
(Miniature Pinsher)
(Akita)
(Daschund Mix)
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Independant Variable
Different dog treats
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Dependant Variable
Which Treat Is picked the most.
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Experimental
Steps
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1. Get The Same Dogs.
2. Get One Of Each Treat And Set
It On The Floor In Front Of Them.
3.Let One Dog Smell The
Treats And Let Them Pick Their
Favorite, And Second And Last Chosen.
4. Repeat With Other Dogs.
5. Record Results.
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Results!
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Trial 1!




Ravin!
Cosmo!
Yoshe!
1st
Riblet!
Apple Turkey!
Dry Bone!
Apple Turkey!
2nd
Riblet!
Riblet!
3rd
Apple Turkey!
Dry Bone!
Dry Bone!
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Trial 2!




Ravin!
Cosmo!
Yoshe!
1st
Apple Turkey!
Apple Turkey!
Dry Bone!
2nd
Riblet!
Riblet!
Dry Bone!
3rd
Apple Turkey!
Riblet!
Dry Bone!
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Trial 3!




Ravin!
Cosmo!
Yoshe!
1st
Riblet!
Dry Bone!
Dry Bone!
Apple Turkey!
Apple Turkey!
Apple Turkey!
2nd
Riblet!
Riblet!
3rd
Dry Bone!
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Select an Appropriate Format

• Her data would be much more understandable if she
  created a graph on which treats were selected the
  most (the number of times).

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Conclusion
After The Three Trials, I Concluded That Each Dog
Preferred A Different Treat Each Time, But Their
Choices Were Much Different Than The Others.
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Science Experiment

• By Kurt Olsen

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Topic of Interest

• Boiling Water

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Investigation Question

• Does the Altitude affect the Temperature at Which
  Water Boils?

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Hypothesis

• My hypothesis is that if the water is boiled
  closer to sea level, then the temperature at
  which the water will boil will be hotter.
• (Lower Elevation means Hotter Temperature)

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Possible Outcomes as a Model
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Experiment

1. Boil water in a pot.
2. Take the temperature of the water.

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Control/Constant Variable

• I used only water and the same amount of water.
  - Same kind and size of pot.

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Independent Variable

• The different altitudes at which the water is
  brought to a boil.

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Dependent Variable

• The temperature at which it boils

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Results

• At sea level the water boiled at about 212F.
• At about 4500 ft. above sea level the water
  boiled at 203F.

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Conclusion

• My hypothesis was correct. The closer to sea
  level, the hotter the water is when it boils.
  That is because at sea level, there is more air
  pressure pushing down on the water then there is
  at 4500 ft. above sea level. The air pressure
  makes it harder for the water to boil.