1

2 Scientific Method

3 Bell Ringer – 08/17 Voice Level 0 Bell Ringer What do you already know about the scientific method? What steps can you remember? Record as many as you can on your Bell Ringer sheet. Learning Target: We will work cooperatively and learn the steps of the scientific method Closure task: I can identify each step of the scientific method.

4 Agenda Binder setup Period 1 – finish nature of scienceBell Ringer Binder setup Period 1 – finish nature of science Scientific practice pretest Communicating like a scientist Scientific Method

5 Colored paper divider per standardBinder Set-Up Your notebook needs: Name on edge Folder Guidelines Colored paper divider per standard Keep graded work in your folder (exception: bellwork sheets) Keep any handouts/study guides in your folder.

6 Scientific Skills Pre-TestDo your best on the pre-test! This will help me plan to help you meet the first standards of this class. Please do not write on the test. Only write on the bubble sheet

7 Nature of science DiscussionExpectations: Take notes Participate in discussion Nature of science Discussion What is science? How can we tell science from non-science? In this activity we will discuss the important criteria that distinguish science from non-science.

8 Criteria of Science CONPTTWhat are your definitions of these words? Criteria of Science CONPTT Consistent Predictable Observable Testable Natural Tentative

9 Consistent The results of repeated observations/experiments are reasonably the same. Reality check: which one of these is a scientific statement? 1) Green plants always grow towards the sunlight. 2) Walking under a ladder gives you bad luck.

10 Observable The event under study, or the evidence of the study, can be observed. Reality check: which one of these is a scientific statement? 1. Some plants eat meat. 2. Aliens have visited earth.

11 Natural A natural cause must be used to explain why or how the event happened. Reality check: which one of these is a scientific statement? 1) With her eyes, Medusa turned someone to stone. 2) Green plants convert sunlight to energy.

12 Predictable The natural cause of the event can be used to make specific predictions. Each prediction can be tested to determine if it is true or false. Reality check: which one of these is a scientific statement? 1) Without sunlight (or comparable artificial light) green plants would die. 2) If you are a “Scorpio” and your horoscope says you will get rich today.

13 Testability The natural cause of the event is testable through the process of science. Reality check: which one of these is a scientific statement? 1) The Bermuda Triangle causes ships and planes to disappear. 2) Life comes from life and can not come from non-life.

14 Tentative Scientific ideas are subject to change, they can be revised, corrected or proven wrong by methods of science. Reality check: which one of these is a scientific statement? 1) The number of human chromosomes was once “known” to be 48, but is now considered to be 46. 2) Living things were grouped into 2, then 3, then 4, and now 5 different kingdoms based on new evidence. 3) We know the earth began 5000 years ago and nothing will change that fact.

15 Cooperating Like A ScientistWork with your partner. Right now! Choose who will be the player and the coach (Don’t worry – you will get a chance to be both.) Sit back to back.

16 Communicating like a scientistI will draw a few images on the board. The coach must help the player replicate what I draw onto their piece of paper. Rules: Coaches can not touch players Coaches can not touch anything the players are touching Coaches can not speak unless to answer a question that the player asks Players can only ask questions

17 Reflecting on the ActivityPlayers – How did you do? How did it feel? What would have helped you? Coaches – How did you do? How did it feel? What would have helped you?

18 Let’s Try Again Switch positions – coaches are now players, players are now coaches. Think about our discussion – try to take the former players/coaches advice!

19 Reflecting on the ActivityPlayers – How did you do? How did it feel? What would have helped you? Coaches – How did you do? How did it feel? What would have helped you? Were you better at being a coach or a player? Why? What have you learned about cooperation through this activity? What does this have to do with science?

20

21 Steps of the Scientific MethodMake an observation Develop a question and research it Formulate a hypothesis Test your hypothesis with an experiment Analyze your data Draw a conclusion based on the data

22 Big Bang Theory https://www.youtube.com/watch?v=_7sSuhQ1_24

23 Can my new IntellPill make you smarter?How would we design an experiment to test the effectiveness of a new drug that is supposed to increase intelligence? What would we need to do before we did our experiment? (This is a pre-assessment of prior knowledge.)If we were going to test this drug on students at our school, what would we need to do? This could be another opportunity for students to think-pair-share. Remind them about the steps of the scientific method, but focus on experimental design.

24 Keeping it straight--DRY-MIXParts of an experiment Variables: Things that will change during the experiment. Independent variable: what the experimenter will change or manipulate Dependent variable: what will be measured during the experiment, depends on independent variable Keeping it straight--DRY-MIX Dependent, Responsive, Y-axis Manipulated, Independent, X-axis

25 Homework! Due on Thursday (08/20/15)

26 How did you do? Rate yourself!Exit Slip Bell Ringer What skills are necessary when communicating like a scientist? A scientist carefully listens to the sounds that whales makes. Which step of the scientific method is this? What must you do if your conclusion does not match your hypothesis? How did you do? Rate yourself! We will work cooperatively and learn the steps of the scientific method I can identify each step of the scientific method.

27 Experimental Design

28 Seating Chart – Period 4 Emily Ashley Aaron Iris Sean Cayla AlbaDianes Latroya Matthew Dacota Isaac Marquellis Adream Luke Diego Johnny Lyric Cameron Keron Coleton Shianne Gabby Daulton

29 Bell Ringer – 08/18 Bell Ringer Hypothesize what will occur next. Describe two observations from the video that lead you to your hypothesis. Learning Target: We will learn how to design an effective experiment, including the parts of an experiment Closure task: I can identify the parts of an experiment and determine what is wrong with it.

30 Can my new IntellPill make you smarter?How would we design an experiment to test the effectiveness of a new drug that is supposed to increase intelligence? What would we need to do before we did our experiment? (This is a pre-assessment of prior knowledge.)If we were going to test this drug on students at our school, what would we need to do? This could be another opportunity for students to think-pair-share. Remind them about the steps of the scientific method, but focus on experimental design.

31 Keeping it straight--DRY-MIXParts of an experiment Variables: Things that will change during the experiment. Independent variable: what the experimenter will change or manipulate Dependent variable: what will be measured during the experiment, depends on independent variable Keeping it straight--DRY-MIX Dependent, Responsive, Y-axis Manipulated, Independent, X-axis

32 Changing the independent variableVariables Changing the independent variable Dependent variable Causes change in the X Y

33 Practice with Independent and Dependent VariableCreate a T-Chart in your notes With your partner, use the cards to put them in the appropriate column – in matching pairs When you are ready – I will check them Independent Dependent

34 Parts of an experiment Control: a group that does not receive the experimental treatment. Constant: factors that remain the same between control and experimental groups. Sample size: how many will be tested in each group. Should be the same for control and experimental groups, and need as many as possible. Sample size: Would you want to take a drug that had been tested on 10 people, or 1000 people? Can talk about random chance, and drug recalls in recent years.

35 Now let’s go back to our IntellPill example…What is the independent variable? What is the dependent variable? What is the control group? What should be constant between the two groups? IV: receiving the pill; DV: intelligence (how will we measure this? Grades, IQ test?; Control: group that doesn’t get pill; constant: should be randomized groups—not one class vs another, males vs. females, or AP kids vs. regular, for example Think-Pair-Share

36 The scientific method Bikini Bottom Style Lets look at #1!Do #1 as a class! Bikini Bottom Style Lets look at #1!

37 Review Spongebob handout

38 How did you do? Rate yourself!Exit Slip Bell Ringer Claire wants to test the effect of caffeine on heart rate. She recruits 20 of her friends, ages 15-18, for her experiment. First, she measures everyone’s heart rate. Then, she has 10 of them drink caffeine-free Coke and 10 of them drink regular Coke. An hour later, she measures their heart rates again. Which group is the control? What is the dependent variable? The independent variable? How could Claire improve her experiment? How did you do? Rate yourself! Reflect on today’s learning target! I can identify the parts of an experiment after reading a description of it and determine what is wrong with an experiment.

39 Spontaneous Generation & CER practice

40 Bell Ringer – 08/19 Bell Ringer Voice Level 0 A scientist wants to test the effect of amount of sleep on student’s memory. She places 20 students on a 6 hour sleep schedule and 20 students on a normal 8 hour sleep schedule. She then tests the student’s memory by giving them a series of questions. Which group is the control? What is the dependent variable? The independent variable? How could the scientist improve her experiment? Learning Target: We will develop a plan for scientific writing and analyze experiments on spontaneous generation. Closure task: I can explain the hypothesis of spontaneous generation and identify evidence that supports a claim

41 Agenda Finish SpongeBob experimental design handoutBell Ringer Finish SpongeBob experimental design handout CER intro & practice worksheet Spontaneous generation Reading on 4 scientists Practice CER

42 The scientific method Bikini Bottom Style Lets look at #1!Do #1 as a class! Bikini Bottom Style Lets look at #1!

43 Review Spongebob handout

44 How did you do? Rate yourself!Exit Slip Homework due tomorrow! Bell Ringer What must you do to write an effective CER? How do we know that spontaneous generation is false? How did you do? Rate yourself! We will develop a plan for scientific writing and analyze experiments on spontaneous generation. I can explain the hypothesis of spontaneous generation and identify evidence that supports a claim

45 Spontaneous generation CER & termite lab

46 Bell Ringer – 08/20 Bell Ringer Homer notices that his shower is covered in a strange green slime. His friend Barney tells him that coconut juice will get rid of the green slime. Homer decides to check this this out by spraying half of the shower with coconut juice. He sprays the other half of the shower with water. After 3 days of "treatment" there is no change in the appearance of the green slime on either side of the shower. Voice Level 0 Identify the: Control group Independent variable Dependent variable What is Homer’s conclusion? Learning Target: We will develop a plan for scientific writing and analyze experiments on spontaneous generation. Closure task: I can explain the hypothesis of spontaneous generation and identify evidence that supports a claim

47 Agenda CER intro & practice worksheet Spontaneous generationBell Ringer CER intro & practice worksheet Spontaneous generation Reading on 4 scientists Practice CER

48 Homework due!

49 What is a CER?

50

51

52 What is your claim, evidence, and reasoning?CER practice You decide that you want to know what effect pollution has on plant growth. In order to determine this, you perform an experiment where you grow two plants, one with clean water and one with polluted water. After one month you got the following results: Plant height Rain water 15.0 cm Polluted water 11.6 cm What is your claim, evidence, and reasoning?

53

54

55

56 Drinking five hour energy drink causes your heart rate to increaseDrinking five hour energy drink causes your heart rate to increase. According to the data, people that consume five hour energy drink had an average heart rate of ~115 beats per minute, while people who only consumed water had an average heart rate of ~90 beats per minute. This is because the caffeine in this energy drink blocks other chemicals that make you sleepy from binding to your receptor cells, causing your body to release some adrenaline that elevates your heart rate. Based on this evidence, I can conclude that five hour energy drink does increase heart rate.

57 Only answer #1 and #3 individually!CER Practice Use the provided worksheet to practice the CER method. Only answer #1 and #3 individually!

58 Where do living things come from?Think – Pair – Share Where do living things come from?

59 1. “If a soiled shirt is placed in the opening of a vessel containing grains of wheat, the reaction of the leaven in the shirt with fumes from the wheat will, after approximately twenty-one days, transform the wheat into mice.”

60 2. “Pieces of cheese and bread wrapped inrags and left in a dark corner...produce mice... because after several weeks, there were mice in the rags.”

61 3. “Mold seems to grow spontaneously on bread, maggots appear as if by magic in old meat, and every spring new plants sprout and grow....”

62 Spontaneous GenerationThe three previous quotes describe the idea of spontaneous generation. Based on what you read – how would you define spontaneous generation? Think – pair – share

63 Spontaneous GenerationSpontaneous generation - The idea that non-living things can produce life. Is this hypothesis true? – What do you think?

64 Four scientists: spontaneous generationWe will cover the work of Redi, Needham, Spallanzani and Pasteur. 1668 1745 1768 1859

65 Four scientists readingsWorking in groups Each group will have all four readings As a group you must complete the blank table on the next slide

66 4 column notes Redi Needham Spallanzani Pasteur ClaimCopy this down! 4 column notes Redi Needham Spallanzani Pasteur Claim Important Details How it compares Blank Conclusion

67 Period 1 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 AdrianaEmmalee Lillian Keaonnie Kaitlyn Dhaval Dariena Aliah Ashley Kayla Maxhead Branden Teeyon Ronyell Xavier Taquan Steven Derion Anthony Deven Lydia Asia Antonyo Cody Cheyanna Berner Jonathan

68 Period 2 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Brianna JalenAndres Ebonie Margarito Sid Arlen Elma Kendraea Jaelyn Yordalys William Lorena Tamia Talon Betty Jia Kelsie Mohammad Will Isaiah Damond Shiann Haylee Azad Alexis

69 Period 4 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Emily IrisLatroya Cameron Dianes Shianne Matthew Luke Adream Coleton Dacota Marquellis Cayla Alba Ashley Gabby Lyric Daulton Isaac Johnny Aaron Sean Keron Diego

70 Period 5 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 TJ DerrickRoberto Stephany Damian Chucky Austin Gregg Desiree Destiny Keniyah Rio Antonio Stephen Dejohna Rosa Cody Timiya John Harley Andre Madison

71 Francesco Redi Claim: No Spontaneous generation!Details: Two jars with meat, one uncovered and the other covered with cloth Conclusion: Only the uncovered flask had maggots! Flies must come into contact with the meat

72 4 column notes Redi Needham Spallanzani Pasteur ClaimNo SG Important Details Meat in covered and open jars How it compares Conclusion No SG occurred, no flies in the covered jar 4 column notes

73 John Needham Claim: Spontaneous generation does occur!Details: Boiled broth in an open flask, let it sit uncovered before sealing, and after a few days microbes grew Conclusion: Microbes spontaneously generated from the broth

74 4 column notes Redi Needham Spallanzani Pasteur ClaimNo SG Yes SG occurred Important Details Meat in covered and open jars Broth in the open flasks How it compares Sterilization attempt, faulty Conclusion No SG occurred, no flies in the covered jar Yes SG occurred because the broth was cloudy- open jar 4 column notes

75 Lazzaro Spalanzani Claim: Spontaneous generation does not occur! Details: Boiled two flasks with broth. One was covered and the other was not. The covered flask did not get microbes. Conclusion: Air needed to enter the flask in order for life to be created.

76 4 column notes Redi Needham Spallanzani Pasteur ClaimNo SG Yes SG occurred No SG doesn’t occur Important Details Meat in covered and open jars Broth in the open flasks Broth in closed and open flasks How it compares Sterilization attempt, faulty Compared to Needham, used a closed flask too Conclusion No SG occurred, no flies in the covered jar Yes SG occurred because the broth was cloudy- open jar No SG, b/c broth in the closed flask was clear 4 column notes

77 Louis Pasteur Claim: No spontaneous generation! Details: Uncovered flask had growth. Flask with s-shaped curve had no growth because the S-shape trapped all of the dust carrying bacteria in the tube. Conclusion: Dust particles in the air carry bacteria

78 4 column notes Redi Needham Spallanzani Pasteur ClaimNo SG Yes SG occurred No SG doesn’t occur No SG!!!!!!!!!!!!! Important Details Meat in covered and open jars Broth in the open flasks Broth in closed and open flasks Broth w/closed, open and S curved flask How it compares Sterilization attempt, faulty Compared to Needham, used a closed flask too Used S curved flask Conclusion No SG occurred, no flies in the covered jar Yes SG occurred because the broth was cloudy- open jar No SG, b/c broth in the closed flask was clear No SG!!! Sterilized the air and saw no growth. 4 column notes

79 Respond in your notebookWhy did the scientists who studied these cases think that life had “spontaneously” appeared? Why did these scientists think their conclusions were based on sound scientific methods What was wrong with the scientific methods they used? What do they think the scientific explanation for the appearance of life in each of these cases was?

80 How did you do? Rate yourself!Exit Slip Bell Ringer What must you do to write an effective CER? How do we know that spontaneous generation is false? How did you do? Rate yourself! We will develop a plan for scientific writing and analyze experiments on spontaneous generation. I can explain the hypothesis of spontaneous generation and identify evidence that supports a claim

81 Termite lab

82 Bell Ringer – 08/21 Bell Ringer You want to design an experiment to see what type of music will help you learn best. What is your… Independent variable? Dependent variable? Control group? Constants? Voice Level 0 Learning Target: We will design and perform an experiment. Closure task: I can identify the variables in an experiment and analyze the data.

83 Agenda Finish spontaneous generation Generating questions Termite labBell Ringer Finish spontaneous generation Generating questions Termite lab Finish CER handout

84 Francesco Redi Claim: No Spontaneous generation!Details: Two jars with meat, one uncovered and the other covered with cloth with meat inside Conclusion: Only the uncovered flask had maggots! Flies must come into contact with the meat

85 John Needham Claim: Spontaneous generation does occur!Details: Boiled broth in an open flask, let it sit uncovered before sealing, and after a few days microbes grew Conclusion: Microbes spontaneously generated from the broth

86 Lazzaro Spalanzani Claim: Spontaneous generation does not occur! Details: Boiled two flasks with broth. One was covered and the other was not. The covered flask did not get microbes. Conclusion: Air needed to enter the flask in order for life to be created.

87 Louis Pasteur Claim: No spontaneous generation! Details: Uncovered flask had growth. Flask with s-shaped curve had no growth because the S-shape trapped all of the dust carrying bacteria in the tube. Conclusion: Dust particles in the air carry bacteria

88 Living things always come from other living things!Conclusion! Living things always come from other living things!

89 Generating Questions: Termite BehaviorsAs you watch the video, think of as many questions as you can about what you are seeing and write them in your notebook.

90 Asking questions Talk to someone around you and see what questions they have. After discussing with them, write down some of their questions. You should have at the least 7 questions total written down.

91 What is a testable question?Testable questions ask about objects, organisms, and events in the natural world. Testable questions can be answered through investigations that involve experiments, observations, or surveys. Testable questions are answered by collecting and analyzing evidence that is measurable. Testable questions relate to scientific ideas rather than personal preference or moral values. Testable questions do not relate to the supernatural or to non-measurable phenomena.

92 Prioritize your questionsChoose two questions that you think would be testable. If you don’t have any testable questions, make one!

93 Using the guidelines on page 22 of your book Testable Questions Using the guidelines on page 22 of your book Check which of your questions are testable If you don’t have any testable questions, make one!

94 How will we organize our data?Set up Termite Lab Question: Hypothesis: Independent Variable: Dependent Variable: Control Group: How will we organize our data?

95 Highlighter (brand name)Writing Utensil # of termites on line Sharpie Pencil Red Pen (brand name) Blue Pen (brand name) Black Pen (brand name) Highlighter (brand name) Allow the termites to settle before counting them.

96 Lab station set up Each station has a piece of paper in a tray.Draw shapes as demonstrated in the textbook on your paper using the different writing utensils. Be careful with the termites! Do not use your hands! To stop the termites from moving, simply place the brush in their path to make them go back.

97 What will termites follow?In your notebook, copy down and answer the following questions: What were the results of your experiment? What were you surprised about?

98 Period 1 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 AdrianaEmmalee Lillian Keaonnie Kaitlyn Dhaval Dariena Aliah Ashley Kayla Maxhead Branden Teeyon Ronyell Xavier Taquan Steven Derion Anthony Deven Lydia Asia Antonyo Cody Cheyanna Berner Jonathan

99 Period 2 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Brianna JalenAndres Ebonie Margarito Sid Arlen Elma Kendraea Jaelyn Yordalys William Lorena Tamia Talon Betty Jai Kelsie Mohammad Will Isaiah Damond Shiann Haylee Azad Alexis

100 Period 4 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Emily IrisLatroya Cameron Dianes Shianne Matthew Luke Adream Coleton Dacota Marquellis Cayla Alba Ashley Gabby Lyric Daulton Isaac Johnny Aaron Sean Keron Diego

101 Period 5 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 TJ DerrickRoberto Stephany Damian Chucky Austin Gregg Desiree Destiny Keniyah Rio Antonio Stephen Dejohna Rosa Cody Timiya John Harley Andre Madison

102 How did you do? Rate yourself!Exit Slip Bell Ringer How do we know that spontaneous generation does not exist? (be specific!) How did Pasteur’s experiment disprove spontaneous generation? How did you do? Rate yourself! We will design and perform an experiment I can identify the variables in an experiment and analyze the data.