the nature of science - mr. goodenough · the nature of science 1 reproducible student pages. 2 the...

Glencoe Science

Chapter Resources

The Nature of Science

Includes:

Reproducible Student Pages

ASSESSMENT

✔ Chapter Tests

✔ Chapter Review

HANDS-ON ACTIVITIES

✔ Lab Worksheets for each Student Edition Activity

✔ Laboratory Activities

✔ Foldables–Reading and Study Skills activity sheet

MEETING INDIVIDUAL NEEDS

✔ Directed Reading for Content Mastery

✔ Directed Reading for Content Mastery in Spanish

✔ Reinforcement

✔ Enrichment

✔ Note-taking Worksheets

TRANSPARENCY ACTIVITIES

✔ Section Focus Transparency Activities

✔ Teaching Transparency Activity

✔ Assessment Transparency Activity

Teacher Support and Planning

✔ Content Outline for Teaching

✔ Spanish Resources

✔ Teacher Guide and Answers

Glencoe Science

Photo CreditsSection Focus Transparency 1: (t) Roger Wood/CORBIS, (b) Bettmann/CORBIS;Section Focus Transparency 2: (t)John Reader/Science Photo Library/Photo Researchers, (b)Museum ofPaleontology, University of CA, Berkeley

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the conditionthat such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with theThe Nature of Science program. Any other reproduction, for use or sale, is pro-hibited without prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027

ISBN 0-07-866940-5

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 071 09 08 07 06 05 04

Reproducible Student Pages■ Hands-On Activities

MiniLAB: Try at Home Designing an Experiment . . . . . . . . . . . . . . . . 3MiniLAB: Observing a Scientific Law . . . . . . . . . . . . . . . . . . . . . . . . . . 4Lab: Understanding Science Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Testing Variables of a Pendulum . . . . . . . . . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Problem Solving and a Scientific Method . . . . . 9Laboratory Activity 2: Probability . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 15

■ Meeting Individual NeedsExtension and Intervention

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 17Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 21Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

■ AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

■ Transparency ActivitiesSection Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 40Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

The Nature of Science 1

ReproducibleStudent Pages

2 The Nature of Science

Hands-OnActivities

Hands-On Activities

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

Designing an Experiment

Analysis1. List the equipment you would need to do your experiment.

2. Explain why you should repeat the experiment.

Hand

s-On

Act

iviti

es

Procedure1. Design an experiment to test the question: Which flashlight battery lasts the

longest?

2. In your design, be sure to include detailed steps of your experiment.

3. Identify the independent variable, constants, dependent variable, and control.

Independent Variable Constants Dependent Variable Control


Name Date Class

Observing a Scientific LawProcedure 1. Cut one end from a shoe box.

2. Put the box on the floor. Place a rubber ball in the closed end of the box.

3. Pushing on the closed end of the box, move the box rapidly across thefloor. Then suddenly stop pushing.

Hands-On Activities

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Analysis1. What happened when the box stopped?

2. How does Newton’s first law of motion explain this?

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

Lab PreviewDirections: Answer these questions before you begin the Lab.

1. What will you be reading to discover in this lab?

2. Would you expect to find the names of scientists in the articles you will be reading? Explain.

Scientists conduct investigations to learn things about our world. It is impor-tant for researchers to share what they learn so other researchers can repeatand expand upon their results. One important way that scientific results areshared is by publishing them in journals and magazines.

Real-World QuestionWhat information about Earth science and scientific methods can you learn by reading an appropriate magazine article?

Materialsmagazine articles about Earth science topics

Goals■ Obtain a recent magazine article concerning a research topic in Earth science.■ Identify aspects of science and scientific methods in the article.

Procedure1. Locate a recent magazine article about a

topic in Earth science research.2. Read the article paying attention to details

that are related to science, research, andscientific methods.

3. What branch of Earth science does the article discuss?

4. Describe what the article is about. Does itdescribe a particular event or discuss more general research?

5. Are the names of any scientists mentioned?If so, what were their roles?

6. Are particular hypotheses being tested? Ifso, is the research project complete or is itstill continuing?

7. Describe how the research is conducted.What is being measured? What observationsare recorded?

Understanding Science Articles

Hand

s-On

Act

iviti

es


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Conclude and Apply1. Explain Are data available that do or do not support the hypotheses? Explain.

2. Infer What do other scientists think about the research?

3. Are references provided that tell you where you can find more information about this particularresearch or the more general topic? If not, what are some sources where you might locate moreinformation?

Hands-On Activities

Communicating Your DataPrepare an oral report on the article you read. Present your report to the class. For morehelp, refer to the Science Skill Handbook.

(continued)

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

Lab PreviewDirections: Answer these questions before you begin the Lab.

1. What will you use to make a pendulum in this lab?

2. What will you use to determine the angle of release?

A pendulum is an old, but accurate, timekeeping device. It works because oftwo natural phenomena—gravity and inertia—that are important in thestudy of Earth science. Gravity makes all objects fall toward Earth’s surface.Inertia makes matter remain at rest or in motion unless acted upon by anexternal force. In the following lab, you will test some variables that mightaffect the swing of a pendulum.

Real-World QuestionHow do the length of a pendulum, theattached mass, and the angle of the release ofthe mass affect the swing of a pendulum?

Materialsstring (60 cm) metric rulermetal washers (5) paper clipwatch with a second hand protractor

Goals■ Manipulate variables of a pendulum.■ Draw conclusions from experimentation

with pendulums.

Safety Precautions

Procedure1. Study the three data tables.2. Bend the paperclip into an S shape and tie

it to one end of the string.3. Hang one washer from the paper clip.4. Measure 10 cm of string from the washer

and hold the string at that distance withone hand.

Testing Variables of a Pendulum

Hand

s-On

Act

iviti

es

Table 1 Table 2

The Length of the Pendulum

Length of Swings Per Minute

String (cm) Trial 1 Trial 2 Average

10

20

30

40

50

Amount of Mass on the Pendulum

Units of Swings Per Minute

Mass Trial 1 Trial 2 Average

1

2

3

4

5


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

5. Use your other hand to pull back the endof the pendulum with the washer so it isparallel with the ground. Let go of thewasher.

6. Count the number of complete swings thependulum makes in 1 min. Record thisnumber in Table 1.

7. Repeat steps 5 and 6, and record the num-ber of swings in Table 1 under “Trial 2.”

8. Average the results of steps 6 and 7 andrecord the average swings per minute inTable 1.

9. Repeat steps 4 through 8, using stringlengths of 20 cm, 30 cm, 40 cm, and 50 cm. Record your data in Table 1.

10. Copy the data with the string length of50 cm in Table 2.

11. Repeat steps 5 through 8 using two, three,four, and five washers. Record these datain Table 2.

12. Use 50 cm of string and one washer forthe third set of tests.

13. Use the protractor to measure a 90º drop ofthe mass. Repeat this procedure, calculatethe average, and record the data in Table 3.

14. Repeat procedures 12 and 13, using anglesof 80º, 70º, 60º, and 50º.

Hands-On Activities

Communicating Your Data

Graph the data from your tables. Title and label the graphs. Use different colored pencilsfor each graph. Compare your graphs with the graphs of other members of your class.

Conclude and Apply1. Explain When you tested the effect of the angle of the drop of the pendulum on the swings per

minute, which variables did you keep constant?

2. Infer which of the variables you tested affects the swing of a pendulum.

3. Predict Suppose you have a pendulum clock that indicates an earlier time than it really is.(This means it has too few swings per minute.) What could you do to the clock to make it keepbetter time?

Table 3

Angle of the Release of the Mass

Angle of Swings Per Minute

Release Trial 1 Trial 2 Average

90°

80°

70°

60°

50°

(continued)

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

Problem Solving and a Scientific Method

Think back to the last problem you had to solve. You probably used some or all of the steps of a“Scientific Method.” A scientific method is a logical approach to solving problems. Most scientistsrecognize four basic problem solving steps: (1) determining the problem, (2) testing, (3) analyzingthe results, and (4) drawing conclusions.

LaboratoryActivity11

Hand

s-On

Act

iviti

esFirst Trial Procedure

A.

B.

C.

D.

E.

StrategyYou will use the scientific method to deter-mine the density of an ice cube.

Materials ice cubes graduated cylindergraduated beaker alcoholmetric ruler balanceforceps or tongs waterWARNING: Do not ingest alcohol or breathefumes. Some alcohol is poisonous. Liquid andvapor are extremely flammable.

Procedure1. In order to solve the problem, you must

first determine what it is you need to know.Place an ice cube on the tabletop and makeobservations. Describe the shape of the icecube. Using a metric ruler, measure its size.Record them in the data table below.

2. What other information is helpful thatcannot be gained from initial observation?You may wish to do some research.A. Define the unknown terms:

Density

Mass

Volume

3. Design a test (in this case a procedure) thatwill enable you to determine the density ofan ice cube. Record the steps below. If youneed a second trial, record that procedurealso.

Ice cube Observation

A. View on tabletop for5 minutes

B. Shape

C. Size

D. In water

E. In alcohol


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Laboratory Activity 1 (continued)

Name Date Class

Second Trial Procedure

A.

B.

C.

D.

E.

Data Collected (framework for writing results)

A. Volume of the ice cube: _______________ cubic centimeters (cm3)

B. Mass of the ice cube: _______________ grams (g)

C. Density of the ice cube: _______________ grams/cubic centimeter (g/cm3)

4. Analyze the results.A. My answer for the density of the ice cube was _______________.

B. The accepted value for the density of the ice cube is _______________.

C. Now determine the percent error. The percent error is determined by the following formula:

Accepted Value minus Calculated Value divided by the Accepted Value times 100.

Accepted – CalculatedAccepted ✕ 100

D. The percent error is _______________.

ConclusionIf your percent error is low (under 10%), then your experimental design is acceptable given the

materials and the time you had available for completing the task. Knowing the “right” answer to aproblem is not always possible. A scientist has to repeat an experiment several times and often willcompare the results with others.

5. Did you compare your results with the other students?

Did you compare procedures?

Do you think you need to change your procedures?

What is your conclusion?

Strategy CheckCan you recognize the steps of a scientific method?

Can you use a scientific method to determine the density of an ice cube?

Hands-On Activities

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

Probability

Crystals in rocks and cells in plants and animals develop in relatively predictable ways. Othermaterials behave in unpredictable ways. Gas particles, for instance, move in every direction, bumpinto obstacles, then fly off in different directions. Scientists make educated guesses about this typeof behavior based on the laws of probability. Studying probability helps scientists predict randombehavior. Scientists make many observations of the random behavior and find the average of allthese observations. They use this average to make predictions about how the material is likely tobehave in the future.

StrategyYou will use a spinner to determine the direction and distance you will move.You will use probability to interpret your random movements.

Materials cardboard (thin)glue or pastescissorsstraight pinshirt buttonpencils (colored)graph papermetric ruler

Procedure1. Paste the spinner and pointer section,

Figure 1, to the cardboard.2. Cut out the spinner and the pointer.3. Push the straight pin upward through the

center dot of the spinner.4. Place the button on the pin and then push

the pin through the center of the arrow.5. Spin the arrow. When it stops, read from

the outer dial the direction in which youare to move. Record the direction in Table1 on the next page.

6. Spin the arrow again. When it stops, readthe number of spaces you are to movefrom the inner dial. Record the number ofspaces in Table 1.

7. Record 20 turns (2 spins each turn). Thisis Trial 1.

8. Spin 20 more turns; record under Trial 2.Spin 20 more turns; record under Trial 3.

9. Start at Point A at the center of the graphpaper, and plot your movements for Trial 1.Move diagonally if the direction is north-east, southeast, northwest, or southwest.Move along a grid line if the direction isnorth, south, east, or west.

10. Using different colored pencils, plot yourmovements for Trials 2 and 3. Begin plotting each trial at Point A.

11. Measure and record the distances along astraight line from Point A to the end ofyour random paths. Record the class average also.

LaboratoryActivity22

Hand

s-On

Act

iviti

es


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

Data and Observations

Table 1

Hands-On Activities

Trial 1 Trial 2 Trial 3

Direction Spaces Direction Spaces Direction Spaces

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

Distance

Classaveragedistance

Turns

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

Questions and Conclusions1. Were the three distances equal?

Did all three paths follow the same direction?

2. Based on your three trials, can you make an accurate prediction of the distance and directionof future paths?

3. Would the average distance of ten paths be more accurate for predicting distance and directionthan the average of your three paths?

Why?

4. How does the class average compare to your average?

5. Which is the better prediction, the class average or your average? Explain.

6. Is a scientific law based on probability necessarily incorrect?

Strategy Check

Can you predict how far from Point A you will travel based on your three paths?

Can you predict random motion using probability?

Hand

s-On

Act

iviti

es



Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

Hands-On Activities

N

SE

E

NE

NW SW

S

W

2

3

61

4

5

2

6

1

3

5

4

Cut h

ere

Cut h

ere

Cut a

long

this

line

aft

erpa

stin

g sh

eet o

n ca

rdbo

ard

Cut a

long

solid

line

s of a

rrow

Cut here

Cut here

Figure 1

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.The Nature of Science

Directions: Use this page to label your Foldable at the beginning of the chapter.

hypothesis

scientific methods

science

Earth science

variable

independent variable

constant

dependent variable

control

technology

scientific theory

scientific law

ethics

bias

Name Date Class

Hand

s-On

Act

iviti

es



Meeting IndividualNeeds

Meeting Individual Needs

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class


Directions: Complete the concept map by using the words below.

scientific theories constants technology hypothesis

dependent variables experiments independent variables

Mee

ting

Indi

vidu

al N

eeds

Directed Reading for

Content Mastery

OverviewThe Nature of Science

Directions: Circle the terms in parentheses that best complete the sentence.

8. Problems that deal with ethics (can, cannot) be solved using scientific methods.

9. Ethics deals with (moral values, scientific facts).

10. There (are, are no) limits to what science can explain.

involves developing a

1.

One scientific methodfor problem-solving

which can be thebasis of a new

that can be testedby designing

which canlead to

or the use of sciencefor practical purposes composed of

variables such as

or scientificexplanations

2. 3. 4.

that change that do not change that are measured

5. 6. 7.

Name Date Class


Section 1 ■ Science All Around

Directions: Study the drawing, then circle the words below the drawing that describe topics studied by Earthscience.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Content Mastery


��QQ��Q�

Earth science topicsagriculture islands navigation fish

precipitation the Sun birds people

trees rivers oceans boats

rocks bridges wind roads

hills clouds maps weather

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class


Directions: Write the correct name of each weather instrument below to match the illustration.

hygrometer barometer anemometer thermometer

Mee

ting

Indi

vidu

al N

eeds


Content Mastery

Section 2 ■ Scientific Enterprise

1. The ____________________ measures temperature.

100102

104

96

94106

98

108

Change

FairRain

Stormy Very

dry

2. The ____________________ measures atmospheric pressure.

%

Directions: In the spaces provided, write Yes in front of each question that science can answer and No in frontof those that science cannot answer.

5. Is it ethical to use animals in medical experiments?

6. Do humans have more value on Earth than other life forms?

7. What is the distance to the nearest star?

8. Should humans try to colonize other planets?

9. How can more rice be grown on an acre of land?

10. How do trees benefit humans?

3. The ____________________ measures wind speed.

4. The ____________________ measures the percentageof water vapor in the air.

Name Date Class


Key TermsThe Nature of Science

Directions: Use the clues below to complete the crossword puzzle.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Content Mastery


1

3

5

9

7 8

4

6

2

10

12

11

13

Across2. The standard to which an experi-

ment’s results can be compared4. The variable you want to test:

______ variable6. Problem solving procedures

10. Variable that does not change in anexperiment

11. Explanation backed by resultsobtained from repeated tests orexperiments: scientific ______

12. Factors that can change in an experiment

13. Deals with moral values about whatis good or bad

Down1. The process of observing and study-

ing things in your world3. Use of scientific discoveries for

practical purposes5. A personal opinion7. Type of science that studies Earth

and space8. An educated guess9. Rule that describes the behavior of

something in nature: scientific ______

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Nombre Fecha Clase

La naturaleza de la ciencia 21

Instrucciones: Completa el mapa de conceptos usando los siguientes términos.

teorías científicas constantes tecnología hipótesis

variables dependientes experimentos variables independientes

Lectura dirigida para

Dominio del contenido

SinopsisLa naturaleza de la ciencia

Instrucciones: Haz un círculo alrededor del término en paréntesis que mejor complete cada oración.

8. Los problemas de ética (se pueden, no se pueden) resolver usando métodos

científicos.

9. La ética trata con (valores morales, hechos científicos).

10. (No existen, Existen) límites para lo que la ciencia puede explicar.

involucra el desarrollo de un(a)

1.

Un método científicopara resolver problemas

que puede ser la basede un(a) nuevo(a)

que puede pro-barse diseñando

que puedeconducir a

o el uso de la cienciapara usos prácticos compuestos de

variables como

o explicacionescientíficas

2. 3. 4.

que cambian que no cambian que se miden

5. 6. 7.

Satis

face

las n

eces

idad

es in

divi

dual

es

Nombre Fecha Clase

22 La naturaleza de la ciencia

Sección 1 ■ La ciencia nos rodea

Instrucciones: Estudia el diagrama y luego encierra en un círculo las palabras que describen temas que estudiala ciencia de la Tierra.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.



Temas de las ciencias de la Tierra

agricultura islas peces colinas

precipitación el Sol aves personas

árboles ríos océanos barcos

botes de vela puentes viento caminos

nubes mapas tiempo navegación

Satisface las necesidades individuales

��QQ��Q�

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Nombre Fecha Clase

La naturaleza de la ciencia 23

Instrucciones: Escribe el nombre correcto de cada instrumento para medir el tiempo. Completa la frase quedescribe cada ilustración.

higrómetro barómetro anemómetro termómetro



Sección 2 ■ El trabajo científico

1. El(La) ____________________ mide la tem-peratura.

%

4. El(La) ____________________ mide el porcentaje de vapor de agua en el aire.

Instrucciones: En los espacios dados, escribe Sí en frente de cada pregunta que la ciencia puede contestar y Noen frente de aquellas preguntas que la ciencia no puede contestar.

5. ¿Es ético el uso de animales en los experimentos de medicina?

6. ¿Tienen más valor los humanos que los demás seres vivos sobre la Tierra?

7. ¿Cuál es la distancia a la estrella más cercana?

8. ¿Deben los humanos colonizar otros planetas?

9. ¿Cómo se puede sembrar más arroz en un acre de tierra?

10. ¿Cómo benefician los árboles a los humanos?

2. El(La) ____________________ mide la presiónatmosférica.

3. El(La) ____________________ mide la velocidad delviento.

Satis

face

las n

eces

idad

es in

divi

dual

es

100102

104

96

94106

98

108

Change

FairRain

Stormy Very

dry

Nombre Fecha Clase

24 La naturaleza de la ciencia

Términos clavesLa naturaleza de la ciencia

Instrucciones: Usa las claves para completar el siguiente crucigrama.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.



Horizontales 3. Procedimientos para resolver

problemas6. La variable que quieres probar:

variable ______ 8. Factor que puede cambiar en un

experimento9. Conjetura informada

11. Tiene que ver con los valoresmorales del bien y el mal

13. Variable que no cambia en unexperimento

Verticales1. Uso práctico de los descubrimientos

científicos2. Explicación que se basa en resulta-

dos de pruebas y experimentosrepetidos: ______ científico

4. El estándar con el cual se comparanlos resultados de un experimento

5. Proceso de observar y estudiarcosas del mundo

7. Tipo de ciencia que estudia laTierra y el espacio

9. Regla que describe el compor-tamiento de algo en la naturaleza:______ científica

12. Opinión personal

Satisface las necesidades individuales

1

2 4 5

6 7

9

10

3

12

13

11

8

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class


Directions: Answer the following questions on the lines provided.1. What is science?

2. Define the word hypothesis. Give an example of a possible hypothesis.

3. List the steps of the scientific method.

4. What are the constants in an experiment?

5. Compare dependent variable and independent variable.

6. Define control.

7. Define technology. Give an example of a technological advancement that you use daily.

Science All Around

Mee

ting

Indi

vidu

al N

eeds

Reinforcement11


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Scientific Enterprise

Directions: Complete the paragraphs by writing the correct terms in the spaces.

Early people observed their surroundings and relied on 1. ______________________________

to explain storms, volcanoes, and seasons. When people observed seasonal phenomena, they

developed a 2. ______________________________ of about 365 days. Knowledge collected over

time about weather evolved into the science of 3. ______________________________. Instruments

were developed to measure weather phenomena. The 4. ______________________________ gauge

was probably the first weather instrument. In the 1600s in Italy other instruments were developed to

set up weather stations. The 5. ______________________________ measures air pressure. The

6. ______________________________ measures temperature. Water vapor in the air is measured

by a 7. ______________________________. Wind speed is measured by an

8. ______________________________. The first American to suggest weather could be predicted

was 9. ______________________________. The Weather Bureau of the late 1800s became the

10. ______________________________.

Scientists form and test 11. ______________________________.

New 12. ______________________________ is gathered over long periods of time. When tests

are repeated, an explanation and hypothesis becomes a 13. ____________________. When a rule

is proposed to describe the behavior of something in nature, it is called a

14. ____________________. Usually laws describe what will happen but don’t give an

15. ____________________.

Reinforcement22


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class


Saving the Ozone Layer

1. Why didn’t scientists know before the 1880s the role that ozone plays in the atmosphere?

2. What is it in CFCs that destroys ozone?

3. Why were nearly 1 billion kilograms of dangerous CFCs being manufactured in 1970?

There is no doubt that chlorofluorocarbons(CFCs) in the atmosphere are contributing tothe depletion of Earth’s ozone layer. Why doesthis matter? Atmospheric ozone, most ofwhich is concentrated in the stratosphereabout 15–30 kilometers above Earth’s surface,absorbs the most dangerous ultraviolet light(UV-B) from the Sun. UV-B is known to causeskin cancer and to damage eyes. It also harmsvarious crops and forms of marine life.

The CFCs, which were manufactured for useas refrigerants and other applications, caneventually be carried by winds high into thestratosphere. Normally they are very stable, butin the stratosphere they break down andrelease atomic chlorine. The chlorine atomsthen react with ozone molecules. It is estimatedthat it takes only one chlorine atom to destroy100,000 ozone molecules.

Early ExperimentsThis knowledge came about because of

experiments begun in the 1880s when scientistsbegan to find ways of detecting and measuringthe various gases present in the atmosphere.One experiment lead to another as newhypotheses were tested and either discarded orproven true. It was at this time that ozone wasshown to be the substance protecting Earthfrom UV-B radiation.

In 1970, a British scientist was able to detectCFCs carried by winds to many parts of theglobe. This is not surprising; at that timenearly 1 billion kilograms of CFCs were beingmanufactured yearly. No one yet knew thedanger they posed.

Rowland-Molina HypothesisTwo scientists, Sherwood Rowland and

Mario Molina, decided to find out what happened to all the CFCs. Basing their studieson work previously done by many other scientists, they asserted that CFC chlorineatoms were combining with and destroyingozone molecules in the stratosphere. Not all scientists agreed. Some advanced the hypothesis that chlorine from volcanic eruptions and other natural sources accountedfor ozone depletion. Two years later the Rowland-Molina hypothesis was confirmed by the National Academy of Sciences.

Hole Over AntarcticaIn 1984, a hole in the ozone layer was

discovered over Antarctica. This was verifiedthe following year by a NASA satellite. Thedanger was now real. More than 160 countriesagreed to reduce the amount of CFCs releasedinto the atmosphere. Deadlines have been setfor their complete elimination. In the meantime, there has been a new hypothesisregarding the effect of global warming onozone depletion, and new experiments willhave to be conducted.

It will be many years before the ozone layeronce again fully protects Earth from UV-Bradiation. Had it not been for the curiosity ofscientists like Rowland and Molina and theirpainstaking approach to the scientific testing,it might not have been discovered until it wastoo late.

Enrichment11

Mee

ting

Indi

vidu

al N

eeds


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Inductive Reasoning

When you draw a conclusion based on a number of observations, you are using inductive reasoning. By this process, you make a general statement based on specific examples. The followingare examples of inductive reasoning.

Problem to solve: What percent of the seeds in a package will sprout?

Observations: In three tests of 100 seeds each, 95, 89, and 92 seeds sprouted.

Conclusion: About 92% of the seeds in a package will sprout.

Problem to solve: Which of the two cars in a race is faster—the blue car or the red car?

Observations: In 5 tests of 10 laps each, with the same driver, the blue car’s time wasalways faster.

Conclusion: The blue car is the faster car.

The conclusions that result from inductive reasoning only reflect the observations that wereused to make them. If other factors would affect the conclusion but were not observed, the processmay produce misleading results.

1. Suppose all of the seed tests were done at the same time in the same type of soil and weatherconditions. What limitations would that put on the conclusion that 92% of the seeds in a seedpackage will sprout?

2. What if, unknown to the experimenter, a wheel on the red car was loose? What effect couldthat fact have on the validity of the conclusion that the blue car is the faster car?

Enrichment22


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class


Section 1 Science All Around

A. Scientists are like ____________________ trying to solve mysteries.

1. Scientists gather information and __________________ in their search for answers to

questions.

2. A ____________________ is an educated guess about a possible solution to a mystery.

B. Scientists use a problem-solving procedure called the ___________________________; it

includes identifying a problem, gathering information, making hypotheses, testing the

hypotheses, analyzing the results, and drawing conclusions.

C. _________________ is a process of observing, studying, and thinking about things to gain

knowledge to better understand the world.

1. Any attempt to find out _____________ and _____________ things look and behave the

way they do is a performance of science.

2. _____________ is the study of Earth and space.

D. Testing, or _______________________, is an important part of science.

1. ___________________ are the different factors that can change in an experiment.

a. An experiment should be designed so that only ___ variable at a time is tested.

b. The variable that changes, the one being tested in an experiment, is the

______________________________.

c. Constants are variables that _________________ change.

d. A ____________________________ is the variable being measured.

2. A _________________ is a standard to which results can be compared; the same experiment

done with the same variables, except it omits the ____________________ variable.

3. For results to be valid or reliable, tests should be repeated _________________ times.

4. ___________________ and recording data and discoveries are important parts of an

experiment.

a. Data and observations must be analyzed to draw _____________________.

b. Unexpected _________________ may be important and should be recorded, as well.

Mee

ting

Indi

vidu

al N

eeds

Note-takingWorksheet



Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

E. ____________________—use of scientific discoveries for practical purposes such as making

pottery or extracting metals from rocks

1. Technology is ______________________, meaning it can be applied to new situations.

2. Earth scientists and biologists use information from ____________________ to gather

weather data and track animals.

Section 2 Scientific Enterprise

A. Early people believed mythological ______________ were responsible for natural phenomena

such as weather or seasons.

1. Early civilizations used observations of recurring natural events like floods and the

appearance of stars to create ___________________.

2. Civilizations advanced to the use of _____________________ to measure things observed

and developed a scientific approach for testing inferences, or conclusions.

B. _____________________, the study of weather, is a science developed over time.

1. A ____________________, used as early as 321 B.C., was probably the first weather

instrument; in the late 1600s, Italian scientists developed the barometer, thermometer,

hygrometer, and anemometer.

2. Benjamin Franklin was the first American to suggest that weather could

be ___________________.

a. By 1849, volunteer weather observers were telegraphing information to the

_____________________ _____________________.

b. In 1850, the secretary of the Smithsonian Institution began drawing

weather ______________.

3. The U.S. Weather Bureau was formed and functioning by the late 1800s and was renamed

the __________________________________ in 1970 when it became part of the National

_________________ and Atmosphere Administration (NOAA).


Note-taking Worksheet (continued)

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class


C. Scientific knowledge _________________ as testing procedures and instruments improve.

1. An explanation or model backed by results obtained from many tests or experiments is called

a ___________________________.

2. A ________________________ is a rule that describes the behavior of something in

nature, usually without explaining why the behavior occurs.

D. Science cannot answer all questions.

1. ________________ deals with moral values about what is good or bad.

2. ________________________ systems deal with religious questions that science cannot

answer, such as: Do humans have more value than other life forms?

E. It is important to prevent ______________, or personal opinion, from influencing scientific

observations.

1. Ethical and unbiased scientists keep detailed notes and allow other scientists to

__________________ their work.

2. Scientific _______________ includes making up data, changing experiment results, or

taking credit for another’s work.

Mee

ting

Indi

vidu

al N

eeds

Note-taking Worksheet (continued)


Assessment

Assessment

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class


Chapter Review


Part A. Vocabulary ReviewDirections: Write the correct term in the spaces beside each definition.

1. a prediction or statement that can be tested ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

2. use of knowledge to make products or tools ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

3. a factor in an experiment that can change ___ ___ ___ ___ ___ ___ ___ ___

4. a standard to which experimental ___ ___ ___ ___ ___ ___ ___results can be compared

5. variable being measured ___ ___ ___ ___ ___ ___ ___ ___ ___

6. variable that changes ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

7. problem-solving by following steps to ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

draw a conclusion ___ ___ ___ ___ ___ ___ ___

8. a process of observing, studying, and ___ ___ ___ ___ ___ ___ ___ thinking about things to gain knowledge

9. personal opinion that may affect ___ ___ ___ ___.experiments

Part B. Concept ReviewDirections: Number these steps for doing an experiment in the correct order in the blanks provided.

1. Draw conclusions.

2. Form a hypothesis.

3. Gather information (research).

4. Test your hypothesis.

5. Recognize the problem.

6. Analyze your data.

Asse

ssm

ent

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Chapter Review (continued)


Directions: Correctly complete each sentence by underlining the best of the three choices in parentheses.

7. Scientists use (observations, experiments, observations and experiments) to find answers toproblems.

8. The variables that do not change in an experiment are called (dependent, independent,

constants).

9. An instrument used to measure air pressure is a (thermometer, barometer, hygrometer).

10. Scientific (theories, hypotheses, laws) describe what will happen, but do not explain why.

11. (Ethics, Science, Mathematics) deals with moral values about what is good or bad.

Directions: Answer the following questions using complete sentences.12. How do scientists deal with ethics in their jobs?

13. What does the term “transferable technology” mean? Give an example.

14. Explain the difference between scientific theories and scientific laws.

Assessment

Transparency Activities


Tran

spar

ency

Act

iviti

es

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class


Section FocusTransparency Activity11


Tutankhamen’s tomb, the only royal Egyptian tomb ever foundintact, is one of the most famous archaeological discoveries. The tombwas finally opened in 1922 after years of painstaking excavationsbased on careful research. Following similar steps can help scientistsunravel mysteries both modern and ancient.

An Investigation AmplyRewarded

1. Why is it important for everyone on a research team to know andfollow the same steps?

2. Using King Tut’s tomb as an example, how might fieldwork andlab work go hand in hand?

3. What sort of equipment might be useful to an archaeologist?

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class


Section FocusTransparency Activity22

Tran

spar

ency

Act

iviti

es

On the left is a skull found in 1912 that many scientists accepted asa genuine fossil. Named Piltdown Man, it was proven to be a hoax in1953. On the right is a fossil of Archaeopteryx. One scientist alleged itto be a forgery carved in the 1800s, but data from an electron micro-scope revealed fossilized bacteria on Archaeopteryx.

Hoax or Not

1. What might have tempted scientists to view Piltdown Man as agenuine fossil?

2. Why do the fossilized bacteria hint that Archaeopteryx is not aforgery?

3. What kinds of advancements help scientists to continue learning?

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class


Tran

spar

ency

Act

iviti

es

Teaching TransparencyActivity11 Scientific Method

Identify aproblem

Gather information(research)

Make a hypothesis

Test the hypothesis

Analyze the results

Draw conclusions


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Teaching Transparency Activity (continued)

1. What is the name of the problem-solving procedure that scientists use?

2. Why are scientific methods used?

3. What is a hypothesis?

4. In an experiment, which variable is the one that the experimenter changes? Which variable ismeasured?

5. What are two problems in everyday life that could be solved using scientific methods?


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class


AssessmentTransparency Activity

Tran

spar

ency

Act

iviti

es

Directions: Carefully review the table and answer the following questions.


1. According to the table, looking up information on the computerabout different types of soil is an example of ___.A identifying a problem C analyzing resultsB researching D hypothesis testing

2. According to the table, which step does not involve data collectedin an experiment?F identifying a problem H analyzing resultsG hypothesis testing J conclusion

3. Which step of the scientific method presents the final results ofyour hypothesis?A identifying a problem C hypothesis testingB researching D conclusion

Steps in the Scientific Method

Steps

Researching the problem

Forming a hypothesis

Identifying the problem

Testing the hypothesis

Analyzing the results

Conclusion

Procedures

Collect information

Make an informed guess aboutthe results

Do an experiment and collect data

Arrange the data and compare thedata to the hypothesis

From the analysis of the data,suggest a final answer

Pick a question to be tested

the nature of science - mr. goodenough · the nature of science 1 reproducible student pages. 2 the...

Documents