1. Introductory Powerpoint

• Slides 21-27

2. Laboratory Research Format (SEE WEB SITE HOME PAGE)

• (includes Rubric, Format, and Worksheet)

3. Measurement PPT

1.  LAB SAFETY!

   •  Laboratory Safety Sheet Activity

   • MORE LAB SAFETY

   • Beaker & Flask Accuracy Lab

2.  Valid Sources (in ppt)

• • Research

  • CK-12 Research

  • Primary Sources  

3.  Null Hypothesis and The Scientific Method 

• • (Part of Laboratory Research Format Notes)

  • PRACTICE LAB:  Lab – Separation of Mixture

  • EXAMPLE LAB WRITE-UP (SEE WEB SITE HOME PAGE)

4. Fundamentals of Experimental Design- POGIL

5. Errors in Experimental Design

• Find an example of a redacted experiment, be prepared to explain why it was redacted and how long it took to find the error.

• Practice with Scientific Variables 

6.  EXCEL/SHEETS ACTIVITY

• •  Organizing Data - POGIL_GRAPH RESULTS IN GOOGLE SHEETS

7. Measurement PPT

• a. Measuring Units

• b.  Significant Digits and Measurements. -POGIL

• c. Percent Errors

8. Significant Zeros

9. METRIC CONVERSION LAB

10. CONVERSIONS-English to SI

11. EXTRA CONVERSIONS PRACTICE

============================================RULES FOR SIGNIFICANT FIGURES=============================================

1. All non-zero numbers ARE significant. The number 33.2 has THREE significant figures because all of the digits present are non-zero.

2. Zeros between two non-zero digits ARE significant. 2051 has FOUR significant figures. The zero is between a 2 and a 5.

3. Leading zeros are NOT significant. They're nothing more than "place holders." The number 0.54 has only TWO significant figures. 0.0032 also has TWO significant figures. All of the zeros are leading.

4. Trailing zeros to the right of the decimal ARE significant. There are FOUR significant figures in 92.00.

92.00 is different from 92: a scientist who measures 92.00 milliliters knows his value to the nearest 1/100th milliliter; meanwhile his colleague who measured 92 milliliters only knows his value to the nearest 1 milliliter. It's important to understand that "zero" does not mean "nothing." Zero denotes actual information, just like any other number. You cannot tag on zeros that aren't certain to belong there.

5. Trailing zeros in a whole number with the decimal shown ARE significant. Placing a decimal at the end of a number is usually not done. By convention, however, this decimal indicates a significant zero. For example, "540." indicates that the trailing zero IS significant; there are THREE significant figures in this value.

6. Trailing zeros in a whole number with no decimal shown are NOT significant. Writing just "540" indicates that the zero is NOT significant, and there are only TWO significant figures in this value.

7. Exact numbers have an INFINITE number of significant figures. This rule applies to numbers that are definitions. For example, 1 meter = 1.00 meters = 1.0000 meters = 1.0000000000000000000 meters, etc.

Rule 8 provides the opportunity to change the number of significant figures in a value by manipulating its form. For example, let's try writing 1100 with THREE significant figures. By rule 6, 1100 has TWO significant figures; its two trailing zeros are not significant. If we add a decimal to the end, we have 1100., with FOUR significant figures (by rule 5.) But by writing it in scientific notation: 1.10 x 103, we create a THREE-significant-figure value.

https://ccnmtl.columbia.edu/projects/mmt/frontiers/web/chapter_5/6665.html

1. Read the following journal articles and write your thoughts and impressions.  You can either print it out and make notes in the margins, highlight passages that you find interesting, and write questions where you are confused.  Or, you are welcome to write these notes in your notebooks.  The intent is to have you be knowledgeable enough about the two readings to discuss intelligently.  The topics to ponder while reading are:

• Lidskog, R. (1996). In Science We Trust? On the Relation between Scientific Knowledge, Risk Consciousness and Public Trust.Acta Sociologica, Vol. 39, No. 1, Sociology and the Environment (1996), pp. 31-56

 REMEMBER ONLY READ PGS. 31-33

• MAY THE SHEEP SAFELY GRAZE:  

Wynne, B. (1992). Misunderstood misunderstanding: social identities and public uptake of science.  Public Understand. Sci. 1281-304. 

• Excerpt from controversial text: 

Conspiracy, Fraud, or Simply Correlation?

Take notes on ALL readings regarding these ideas:

• A general overview of each story (make sure you only read the required pages!!)

• What is valid? Who decided?

• Who owns the truth?

• How does this relate to what we experience regarding science, validity, and truth?

• Who has the knowledge? 

• Who has the power? 

• What does the community believe? 

• How does that effect the outcome? 

• Is it correlative or causative?

2. Measurement Percent Error Worksheet

3.  Mixture Lab Write-up:  BEGIN LABORATORY WRITE-UP 

4. READ WRITE REPORT:

•  Bias in Science_https://www.youtube.com/watch?v=pYPgi1oUqXA   (2 min)

• Battling Bad Science http://www.ted.com/talks/ben_goldacre_battling_bad_science  (14:02 min)

• Intro to History of Science: Crash Course History of Science https://youtu.be/YvtCLceNf30   (12 minutes)

• Science is for everyone, kids included   https://www.ted.com/talks/beau_lotto_amy_o_toole_science_is_for_everyone_kids_included?language=en (15 minutes)

• 
  

“Every week a video and/or a blog comment will be due.  Videos are posted on the web site (see link below).  Students watch the video (2-30 minutes long) and submit an electronic assessment of the video via Google Classroom.  Please turn in at least 5 full comprehensive sentences describing your reaction, thoughts and ideas on the topic as an assimilation to course concepts covered.  DO NOT JUST SUMMARIZE THE VIDEO”

-Pg 3 of Full Syllabu

5. SIGNIFICANT FIGURES https://youtu.be/l2yuDvwYq5g (15:00) SUBMIT NOTES

ADDITIONAL ACTIVITY NOTES/HELP 

1. Scientific Notation HELP!

2. Using and Converting Units HELP!

3. Organizing Matter into Atoms and Phases

Scope and sequence for Unit ONE

OUTCOMES

Topic 1: The Practice of Science Plan and carry out a scientific investigation: 

● develop a testable question. 

● form a hypothesis. 

● identify a test variable (independent), an outcome variable (dependent), and controlled variables (constants). 

● establish a control group and experimental groups. 

● create or follow a procedure. 

● create an appropriate graph for the data set given or collected.

 ● interpret and analyze data in tables, graphs, and graphics. 

● form and/or defend a conclusion. 

● utilize appropriate scientific tools to gather, analyze, and interpret collected data. 

● communicate the results of scientific investigations. 

Outcomes and Objectives:  See Scope and Sequence Unit ONE Above

Unit Goal: 

Students will understand that scientific inquiry is a multifaceted activity; the processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.