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IQ3. How do scientists use their observations?
IQ3. How do scientists use their observations?
Students should be able to:
3.1 distinguish between observations, inferences and predictions.
3.2 design fair test experiments, identifying the independent variable, the dependent variable and important controlled variables.
3.3 record data by entering into tables, identifying and discarding outliers, and calculating averages.
3.4 construct an appropriate column or line graph to represent data using the relevant steps of CUTLASS.
3.5 discuss experimental results using a “defend your position” approach.
3.6 construct a scaffolded experimental report.
Observations have very important uses in Science. We use them before an experiment and during an experiment.
We can make observations that lead to questions. We solve those questions by research and experiments.
Observation: I notice that my phone won't turn on, although it was on the charger for several hours.
Question: Is there something wrong with the charger?
Experiment: Try charging my phone on another charger.
Observation: Does the phone turn on now?
We already have a question. We make some observations that lead them to research and experiments.
Question: How much water should I add to my plants?
Observation: I notice that the soil dries out after adding a cup of water every two days. I need more than one cup.
Experiment: Add different amounts (1, 1.5, 2, 2.5,3 cups) of water to the same type of plant and measure how high the plants grow.
Observation: Which plants grow tallest?
3.1 You should be able to...distinguish between observations, inferences and predictions.
3.1 You should be able to...distinguish between observations, inferences and predictions.
3.1.1 Activity
3.1.1 Activity
A. Quick write: What are observations?
B. Interact with 2.0 How Scientists Work PPT
Slides 36-45 Predictions
Slides 72-76 Inferences
7.1 BAS 2.0 How Scientists Work.pptx3.2 You should be able to...design fair test experiments, identifying the independent variable, the dependent variable and important controlled variables.
3.2 You should be able to...design fair test experiments, identifying the independent variable, the dependent variable and important controlled variables.
3.2.1 Activity: Fair Test
3.2.1 Activity: Fair Test
Work with your teacher in an activity and discussion to identify what makes a fair test.
3.2.2 Activity
3.2.2 Activity
Interact with 2.0 How Scientists Work PPT
Slides 46-56 Designing an Experiment - Variables, Fair test
Slides 57-58 Example
7.1 BAS 2.0 How Scientists Work.pptx3.2.3 Reading: Example
3.2.3 Reading: Example
Problem: How does light affect the height a plant grows?
Q: What is a variable?
A: A variable is something that can change in an experiment.
Q: What is the independent variable?
A: The independent variable is something we choose to control, that we change when we set up an experiment.
Example: We could change the amount of light the plant gets by putting some in the shade and some in the light.
The amount of light is the independent variable.
Q: What is the dependent variable?
A: The dependent variable is something that changes because of what we change.
Example: How high the plant grows depends on the amount of light we give it.
The change in the height of the plant is the dependent variable.
A way to work out which one is which is to try the names of the two variables in this sentence:
Changing the (independent variable) changes the (dependent variable).
The amount of light the plant is in changes how high it grows YES
How high the plant grows changes the amount of light it is in. NO!
"Amount of light the plant is in" is the independent variable
"How high the plant grows" is the dependent variable.
Discussion:
With a partner, make a list of the things that need to be kept the same. (What variables need to be controlled?)
3.2.4A Activity: Independent vs Dependent Variables
3.2.4A Activity: Independent vs Dependent Variables
Complete 3.2 Indep vs Dep Variables WS Ext (TPT $1.75 right)
3.2.4B Activity: Independent vs Dependent Variables
3.2.4B Activity: Independent vs Dependent Variables
Complete 3.2 Indep vs Dep Variables WS M (TPT $1.75 right)
3.2.5A Activity: Controlling Variables
3.2.5A Activity: Controlling Variables
View video Fair Tests and discuss with your teacher https://www.youtube.com/watch?v=yYMPbKbK1yo [5.27 mins]
3.2.5B Activity: Controlling Variables
3.2.5B Activity: Controlling Variables
Complete an interactive from https://www.abc.net.au/education/fair-test/13825800
3.2.6 Practical: Does salty water take longer to boil than plain water?
3.2.6 Practical: Does salty water take longer to boil than plain water?
A. Research the problem
B. Form an hypothesis (If..., then...)
C. Design an experiment to test your hypothesis:
identify the independent and dependent variables,
identify the important non-tested variables that need to be controlled (kept the same) so that you have a fair test.
The Experiment
Work in groups of 3-4.
You are going to heat water. Can you name the pieces of equipment you will need as you lift them out of the cupboard?
Set up the Bunsen equipment. Can you remember the steps? What do we do to keep safe?
Look back at your measurements table in your book. What three things do we need to measure to answer our problem? What will we use to measure them?
Measure 150mL water into a 250mL beaker. What will you use to measure? Why will you use that? How do we measure to make sure our measurement is accurate?
Set the beaker up to be heated and call teacher to light the Bunsen. We will use the orange flame. What else is this flame called?
Can you think of what you would need to do to be safe?
This might be helpful https://www.online-stopwatch.com/
Draw a table into your book to organise your information.
Record your information.
3.3 You should be able to...record data by entering into tables, identifying and discarding outliers, and calculating averages.
3.3 You should be able to...record data by entering into tables, identifying and discarding outliers, and calculating averages.
3.3.1 Activity
3.3.1 Activity
Review 2.0 How Scientists Work PPT Slide 71 Averaging data.
Construct a table for Practical 3.2.6
7.1 BAS 2.0 How Scientists Work.pptx3.4 You should be able to...construct an appropriate column or line graph to represent data using the relevant steps of CUTLASS.
3.4 You should be able to...construct an appropriate column or line graph to represent data using the relevant steps of CUTLASS.
3.4.1 Reading Activity
3.4.1 Reading Activity
CUTLASS is a very useful tool, it names all the parts of a graph that you need to include. Unfortunately they are not in the order that you use them.
C is for crosses, to mark out the points
U is for units, the two axes need correct units
T is for title, a title at the top of the page
L is for Line of best fit, only use a ruler to join the axes in columns or column graphs
A is for axes labeled, label the two axes, such as date and time
S is for scale, which has to be correct on both axes
S is for size, it should take up more than half a graph sheet
The order you would make the graph is TAUSSCL. Title, Axes, Units, Spread, Size, Crosses, Line (straight, of best fit, or curve)
Activity 3.4.2
Activity 3.4.2
Work in pairs or a group of 3 to create a sentence where each word starts with a letter from the list above that will help you remember.
An example is: Three absolutely unbelievably smart sisters cooked lasagna.
3.4.3 Activity
3.4.3 Activity
Work through 7.1 BAS 3.4 Graph Booklet (s) below
Construct a graph for Practical 3.2.6
3.5 You should be able to...discuss experimental results using a “defend your position” approach.
3.5 You should be able to...discuss experimental results using a “defend your position” approach.
3.5.1 Activity
3.5.1 Activity
Review 2.0 How Scientists Work PPT Slides 72-76
7.1 BAS 2.0 How Scientists Work.pptx3.5.2 Writing Activity: Science writing
3.5.2 Writing Activity: Science writing
Practise Science writing using the scaffold (below).
3.5.3 Writing Activity: Science report
3.5.3 Writing Activity: Science report
Working with your teacher, and using the style from 3.5.2 Activity, write the discussion for Practical 3.2.6 from 3.6 Writing a Complete Exp Rep Scaffold.
7.1 BAS 3.6 Writing a Report Detailed Scaffold.pdf3.5.4 Reading Activity
3.5.4 Reading Activity
Read TSAR VIC (below)
3.5.5 Writing Activity
3.5.5 Writing Activity
Complete TSAR VI (not C yet) for Practical 3.2.6
3.6 You should be able to...construct a scaffolded experimental report.
3.6 You should be able to...construct a scaffolded experimental report.
3.6.1 Writing Activity: Science report
3.6.1 Writing Activity: Science report
Working with your teacher, write the conclusion for Practical 3.2.6 from 3.6 Writing a Complete Exp Rep Scaffold.
Putting all of this together gives us the process that scientists (and good problem-solvers in many areas) use to answer questions and solve problems.
This is called the Scientific Method.
3.6.2 Activity
3.6.2 Activity
Review 2.0 How Scientists Work PPT Slides 78-91
7.1 BAS 2.0 How Scientists Work.pptx3.6.3 Activity: Solve a murder mystery
3.6.3 Activity: Solve a murder mystery
Interact with 2.0 How Scientists Work PPT Slides 92-113
7.1 BAS 2.0 How Scientists Work.pptxPage updated
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