scientific method- part 2
TRANSCRIPT
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SCIENTIFIC
METHOD- PART 2
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Scientific Method• Series of steps that help solve a problem
• not always the same series of steps for each scientist, but still
follows the same principles
• Goal is to solve a problem or to better understand an
observed event
• Helps determine fact from opinion
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Common Steps of the Scientific Method
1. Define the Problem
2. Research
3. Form a Hypothesis
4. Collect Data• Also known as testing the hypothesis
5. Analyze Data
6. Form Conclusions
7. Communicate Discoveries and Evaluate Results
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1. Define the Problem
• Usually in the form of a question
• Come from observations (information obtained
through your senses), descriptions, and
categorizations
• Ex – Why don’t the lights come on when I flip the light
switch?
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2. Research/Gather Information
• Helps give you some background knowledge of the
problem
• Eliminate as many reasons for the problem as you can with
common sense, observations, and using previous knowledge.
• Collect data from libraries, books, Internet, magazines,
etc.
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3. Form a Hypothesis
• A proposed answer (educated guess) to the problem
based on what is already known
• Typically in an if/then format
• Must be specific and testable
• Can be revised by additional observation or
experimentation
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4. Collect Data/Test Hypothesis
• Hypotheses can be tested many ways:
1. Making Observations,
2. Building a Model, or
3. Performing an Experiment
• Measurements, observations, descriptions,
and categorizations expressed in tables,
graphs, etc.
• 2 types of data:
1. Quantitative Data
2. Qualitative Data
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Quantitative Data
• Descriptions (in words) of phenomenon• Color, odor, texture, taste,
etc.
• Usually comes from observations
• Useful to report what happens, but not how it happens
• Objective (the same no
matter who measures
them) numeric
measurements
• Counts, time, mass,
volume, temperature,
etc.
Qualitative Data
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Controlled Experiment
• ONLY 1 factor is tested• all other factors must be constant
• Usually always have a control – group that receives no treatment; occurs under normal circumstances• gives a standard to compare results obtained from experimental
group
• Experimental group – group that has 1 variable purposefully changed
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Variables• Independent variable – factor that is being changed
or manipulated by the experimenter
• found on x-axis of a graph
• Dependent variable – Observed and measured data in an experiment; results of an experiment
• found on y-axis of a graph
• Constants/controlled variables - Conditions that are kept the same whether it is in experimental or control group
• allows scientist to be more confident that the results of experiment were due to a change in the independent variable
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5. Analyze Data
• Record data in tables and charts
• Review data and look for trends or patterns in the
data.
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6. Form Conclusions
• Decide whether the data supports or rejects the
hypothesis
• Supports hypothesis - repeat experiment
• allows for more certainty in results when an
experiment is repeated and the results remain the
same
• When data supports the hypothesis, determine
whether the results are by chance (non-significant)
or not by chance (statistically significant)
• Rejects hypothesis – revise hypothesis and test
again
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7. Communicate Discoveries and Evaluate
Results
• Scientists publish their work in scientific journals such
as Scientific American, Discover, and Science
• Allows for peer review
• helps cut out bias (occurs when what the scientist expects
changes how the results are viewed) in research
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Scientific Theory• A set of related hypotheses, observations, and
experimental results that have been tested and supported many times by many scientists
• Never proven; only supported
• Always subject to change based on new evidence
• Ex: natural selection, cell theory, germ theory of disease
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Check for Understanding
• Write a hypothesis for the following experiment: The
affect of sunlight on plant growth
• List three key characteristics of a good experiment.
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An experiment was conducted to test how UV light affected
frog egg production. Five treatment groups were used.
The first group received no UV light, the second group
received 1hour of UV light a day, the third group received 2
hours of UV light a day, the fourth received 4 hours of UV
light a day and the fifth received 8 hours of UV light a day.
Each treatment group had the same species of frogs, same
number of frogs, same food and water, and same
temperature.
• IV ______________________________
• DV _____________________________
• CG ______________________________
• CV_____________________________
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• If you made a graph from the above experiment, what
would go on the x axis? Y-axis?
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Data Tables and
Graphing- PART 3
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Data Tables• Independent variables should be listed in the
first column (on the left).
• Dependent variables should be listed in a
column to the right of the independent
variable.
Elodea Bubble Production
Distance from Light
(cm)
O2 Bubble Production Rate
(bubbles/min)
10 40
20 20
30 10
40 5
50 2
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Essential Elements to a Graph
• DRY MIX
• Dependent, resultant
on Y
• Manipulated,
Independent on X
• Scaled
• Title that is Y vs. X
• Units included in title
and axes labels
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Graphing Relationships
Direct Variation (proportion) -
What one variable does, the other
also does!
•Gives a straight line graph
Inverse Variation (proportion) -
What one variable does, the other
does the opposite!
•Gives a curved line graph
Force vs Acceleration
0
5
10
15
20
25
30
0 2 4 6 8 10 12 14 16
Force (N)
Acce
lera
tio
n (
m/s
/s).
....
..
Wavelength vs. Frequency
0
2
4
6
8
10
12
14
16
18
20
0 100 200 300 400 500 600
Wavelength (m)
Fre
qu
en
cy (
1/s
)...
..
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Types of Graphs
1. Bar• Used to show information collected by counting
• One time only measurements
2. Circle• Used to show how a total amount is divided into
parts
• Used to compare percentages or parts of a whole
3. Line• Show a change over time
• Can use more than one line on a graph
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Graphing
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DATA COLLECTION AND
MEASUREMENTS- PART 4
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Measurements• When scientists collect data from an experiment, they
may take measurements
• SI (The International System of Units) is the system of
measurement used by scientists
• based on multiplies of 10
• easy to convert from one unit to another
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The 5 Major Base Units in SI System
1.) Length: meter
2.) Volume: liter
3.) Mass: gram
4.)Time: second
5.) Temperature: Kelvin
(we’ll use Celsius
scale)
**We will be working the most with #1-3**
**KNOW THEM ALL**
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Common Metric Prefixes• Used to select a measurement that makes the
most sense for what is being measured
King Kilo 1000
Henry Hecto 100
Died Deca 10
By base 1
Drinking deci 0.1
Chocolate centi 0.01
Milk milli 0.001
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Conversions
Kilo down to right
Hecto
Deca
base
deci
centi
milli Up to left
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Sample Problems
1. 100 cm = _________m
2. 7500 km = ________cm
3. 1500 mL = ________L
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Sample Problems
1. 789.45 m = _________mm
2. 0.345 cm = _________m
3. 98.68 mL = _________L
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Precision and Accuracy
• Precision – measure of the degree to which
measurements made in the same way agree
with each other; how close measurements
are to each other
• Accuracy – the degree to which the
experimental value agrees with the true or
accepted value; how close measurements
are to the accepted value
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Scientific Measuring Instruments
• The more decimals in the recorded measurement, the
greater the precision.
• An instrument that is marked is read to the next place, which
must be estimated.
• A 10 mL graduated cylinder is more precise than a 100 mL
graduated cylinder.
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Example
• Lets say you know that you weigh 125 lb. You weigh
yourself on a scale three times and these are the
results:
• Weight 1: 120 lb
• Weight 2: 115 lb
• Weight 3: 105 lb
* What can you say about the instrument?
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Example• You go to a friend’s house and use their
scale (you know you weigh 125 lb) and you
weigh yourself 3 times and you get this
reading:
• Weight 1- 115 lb
• Weight 2- 115 lb
• Weight 3- 115 lb
* What can you say about this scale?
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Reading Instruments Practice
78.51 g
*in order to be precise the last digit has to be guessed
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Reading Instruments Practice
32.1 mL
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Technological
Design- PART 5
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Technology vs. Science• Science and technology are NOT the same
• Science – the study of the natural world to understand how it functions
• Technology – the application of science to help people• Technology changes the natural world to meet human needs or
solve problems
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Investigations• Scientific investigation - determine the
relationship between an independent and
dependent variable described by a hypothesis
• the results of scientific investigations can advance
science knowledge.
• Technological investigation - design products or
processes to meet specified needs
• the results of technological designs can advance
standard of living in societies.
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Technological Design
• There are four stages of technological design:
1. Problem identification
2. Solution design (a process or a product)
3. Implementation
4. Evaluation
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Keys to GOOD Technological Design
1. Cost effectiveness (lowest cost for production)
2. Time effectiveness (least amount of time for
production)
3. Materials used are: available, durable, and not
harmful to users
• There are tradeoffs among the various criteria
• Ex: the best material for a specific purpose may be too
expensive
*Benefits need to exceed the risk*
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Scientific Investigation Technological Design
Identifies a problem – asks a
question
Identifies a problem or need
Researches related information Researches related information
Designs an investigation or
experiment
Designs a process or a product
Conducts the investigation or
experiment – repeated trials
Implements the design or the
process – repeated testing
Analyzes the results Analyzes the results
Evaluates the conclusion – did
the results refute or verify the
hypothesis
Evaluates the process or product
– did it meet the criteria
Communicates the findings Communicates the product or
process
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Check for Understanding• What is the main purpose of technology?
• How does the scientific method differ from technological
design?
• What are the three steps that are the same in both of
the processes?
• In which part if the technological design process would
you modify and refine a product?
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Swing
Force (N)
Wood
Distance (ft)
Aluminum
Distance (ft)
Alloy
Distance (ft)
100 10 15 25
200 20 22 30
300 25 35 80
400 100 140 140
500 200 225 200
600 300 400 300
A baseball bat company is testing a new mixture of metals (alloy) that they claim will improve the power of its bats for very powerful batters. Given the provided data of three bat compositions, swing force, and resulting ball travel distance, what conclusion can be made regarding this new composition? A. The alloy is more cost efficient.B. The alloy is a better material than aluminum or wood.C. The alloy is better for less powerful batters only.D. The alloy is better for more powerful batters only.
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You're working with a group of classmates to design a
mousetrap car. Which step should be completed last?
A. Testing the car
B. Designing the car
C. Modifying the design
D. Researching simple machines
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MICROSCOPES-
PART 6
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Microscopes
•Provides an enlarged image of an
object
•2 basic types:1. Light microscope
2. Electron microscope
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Light Microscopes•Type of microscope found in most schools
•Uses natural light or a light source to magnify structures
•Allows scientists to view living and preserved specimens
•2 main types:1. Simple light microscope – only one lens
2. Compound light microscope – 2 or more lenses
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Electron Microscope• Uses a beam of electrons to magnify specimens
• Scientists cannot use to view living specimens because they are in a vacuum
• Has a greater magnification that light microscopes
• 2 basic types:
1. Scanning electron microscope (SEM)
2. Transmission electron microscope (TEM)
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Scanning Electron
Microscope• Electrons pass over the object giving a scan
of the surface of the object
• Gives a 3-D image
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Transmission Electron
Microscope• Electrons pass through the
object
• Only 2-D image
• Very detailed view of
internal structure
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Magnification
• How large the image appears compared to its
normal size
• Ex – 200x means that the object appears 200 times
larger than it’s actual size
• Calculated by multiplying the ocular lens
power by the power of the objective
10 x 40 = 400X
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Resolution• A measure of the clarity of an image
• Poor resolution = blurry/fuzzy appearance
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Preparing a Wet Mount
Slide1. Place specimen to be viewed in center of slide
2. Use a dropper to place one drop of water
directly on the specimen
3. Place the coverslip at a 45 degree angle with
one edge touching the water drop, and gently
let the other side go to so that is falls directly
over the specimen
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Drawing Specimens1. Use a pencil – this allows for corrections to
be made
2. Draw what you see to scale. The circle represents the viewing field as seen through the eyepiece.
• If the specimen takes up the entire viewing field, make sure the drawing reflects that.
3. All drawing should have clear labels written on the outside of the circle, including the specimen name and total magnification
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Body Tube
Nosepiece
Objectives
Stage Clips
Light
Ocular lens
(Eyepiece)
Arm
Stage
Coarse Adjustment
Fine Adjustment
Base
Diaphragm
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General Procedures for Using
the Light Microscope
• Always carry the microscope with 2 hands (one
on the arm and the other on the base)
• Always store the microscope with the cord
wrapped around the base of the scope, the
scanning power clicked into place, and the cover
over it
• NEVER force an objective into place or force the
knobs to make the stage hit the objectives
• ONLY use lens paper for cleaning
• Do not remove the microscope slide unless the
scanning power objective is clicked into place
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Focusing on a Specimen1. Always start with the scanning objective in
place
2. Use the coarse adjustment knob to bring
the stage all the way up
3. Rotate the coarse adjustment knob so that
the stage starts to move downward and the
object comes into focus
• If you don’t focus on the object using this
power, you will not be able to see it at the
higher powers!
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4. Switch to low power once you’ve focused
on the object with the scanning power and
refocus on the image using the coarse
adjustment knob.
• Again, if you haven’t focused on the object with
this objective, you will not be able to see the
object using the next objective
5. Switch to the high power objective and
ONLY use the fine adjustment knob to
focus on the object.
• If you have a microscope slide without a
coverslip or a thick slide, you will not be able to
use this objective or you will break it!
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TroubleshootingOccasionally you may have trouble with working your microscope. Here are some common problems and solutions.
1. Image is too dark!Adjust the diaphragm, make sure your light is on.
2. There's a spot in my viewing field, even when I move the slide the spot stays in the same place!Your lens is dirty. Use lens paper, and only lens paper to carefully clean the objective and ocular lens. The ocular lens can be removed to clean the inside. The spot is probably a spec of dust.
3. I can't see anything under high power!Remember the steps, if you can't focus under scanning and then low power, you won't be able to focus anything under high power. Start at scanning and walk through the steps again.
4. Only half of my viewing field is lit, it looks like there's a half-moon in there!You probably don't have your objective fully clicked into place..
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Studying Life
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Learning Objectives
List the characteristics of living things.
Identify the central themes of biology.
Explain how life can be studied at different levels.
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Biology
Biology is the study of life.
But what IS life?
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Characteristics of Life
Genetic code
Grow and
develop
Respond to their
environment
Reproduce
Homeostasis
Metabolism
Evolve
Made of cells
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Big Ideas in Biology
1. Cellular Basis of Life
2. Information and Heredity
3. Matter and Energy
4. Growth, Development, and
Reproduction
5. Homeostasis
6. Evolution
7. Structure and Function
8. Unity and Diversity of Life
9. Interdependence in Nature
10. Science as a Way of Knowing
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Fields of BiologyGlobal EcologyBiotechnologyPaleontologyEntomologyMolecular Biology