Transcript Dependent Variable - Science PowerPoints

The Science Skills Unit
Part I: Lab Safety and Magnification
Part II: The International System of Units,
Scientific Notation, Conversions
and more.
Part III: Base Units, Measuring,
Measuring Skills.
Part IV: The Scientific Method, Variables,
Observation Skills, and more.
• The Entire Science Skills Unit includes a…
• Four Part 2,400 Slide PowerPoint roadmap full of class
activities, video links, red slide class notes, discussion
questions, games, and much more.
• 14 page bundled homework package that chronologically
follows the PowerPoint slideshow. Modified version and
answer keys are provided.
• 14 pages of unit notes with visuals for students who
require assistance and support staff.
• 1 PowerPoint review game, 10 worksheets that follow
slideshow activities, many video and academic links,
flashcards, rubrics, activity sheets, and much more.
• http://sciencepowerpoint.com/Science_Introduction_Lab
_Safety_Metric_Methods.html
• More Units Available at…
Earth Science: The Soil Science and Glaciers Unit, The Geology Topics
Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The
River Unit, The Water Molecule Unit.
Physical Science: The Laws of Motion and Machines Unit, The Atoms
and Periodic Table Unit, The Energy and the Environment Unit, and The
Introduction to Science / Metric Unit.
Life Science: The Infectious Diseases Unit, The Cellular Biology Unit,
The DNA and Genetics Unit, The Life Topics Unit, The Plant Unit, The
Taxonomy and Classification Unit, Ecology: Feeding Levels Unit, Ecology:
Interactions Unit, Ecology: Abiotic Factors, The Evolution and Natural
Selection Unit and Human Body Systems and Health Topics Unit
Copyright © 2011 www.sicnepowerpoint.com LLC.
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conversations / shouting
things out.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conversations / shouting
things out.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conversations / shouting
things out.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conversations / shouting
things out.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conversations / shouting
things out.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conversations / shouting
things out.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conversations / shouting
things out.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conversations / shouting
things out.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conversations / shouting
things out.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conversations / shouting
things out.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conversations / shouting
things out.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• Class Expectations
– You can show respect by…
• Listening when the teacher or others are talking.
– One speaker at a time, please raise your hand.
• Please no cross-room conversations / shouting
things out.
– You can be responsible by…
• Staying organized and avoiding distraction.
• Staying focused on task completion.
– You can make good choices by…
• Attending class regularly
• Doing your best and never giving up.
– Be Safe!
• First, last, and always.
Copyright © 2010 Ryan P. Murphy
• RED SLIDE: These are notes that are
very important and should be recorded in
your science journal.
• BLACK SLIDE: Pay attention, follow
directions, complete projects as described
and answer required questions neatly.
Copyright © 2010 Ryan P. Murphy
-Please make notes legible and use indentations
when appropriate.
-Example of indent.
-Please make notes legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Please make notes legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Don’t skip pages
-Please make notes legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Don’t skip pages
-Make visuals clear and well drawn. Please label
• Keep an eye out for “The-Owl” and raise
your hand as soon as you see him.
– He will be hiding somewhere in the slideshow
Copyright © 2010 Ryan P. Murphy
• Keep an eye out for “The-Owl” and raise
your hand as soon as you see him.
– He will be hiding somewhere in the slideshow
“Hoot, Hoot”
“Good Luck!”
Copyright © 2010 Ryan P. Murphy

New Area of Focus: Observation,
Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy

New Area of Focus: Observation,
Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy

New Area of Focus: Observation,
Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy

New Area of Focus: Observation,
Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy

New Area of Focus: Observation,
Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy

New Area of Focus: Observation,
Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy
• What is science?
Copyright © 2010 Ryan P. Murphy

Science is…
-
Copyright
© 2010
Ryan
P. Murphy
Copyright
© 2010
Ryan
P. Murphy

A study of natural phenomenon.

A systematic study and method.

A systematic study and method.
Copyright © 2010 Ryan P. Murphy

A systematic study and method.
Copyright © 2010 Ryan P. Murphy

A systematic study and method.
Copyright © 2010 Ryan P. Murphy

A systematic study and method.
Copyright © 2010 Ryan P. Murphy

A systematic study and method.
Copyright © 2010 Ryan P. Murphy

A systematic study and method.
Copyright © 2010 Ryan P. Murphy

A systematic study and method.
Copyright © 2010 Ryan P. Murphy

Knowledge through experience.
Copyright © 2010 Ryan P. Murphy

A good Scientist is….
-
Copyright © 2010 Ryan P. Murphy

Is safe!
Copyright © 2010 Ryan P. Murphy

Is safe!
Copyright © 2010 Ryan P. Murphy

Is accurate, precise and methodical.
Copyright © 2010 Ryan P. Murphy

Is unbiased, a seeker of the truth.
Copyright © 2010 Ryan P. Murphy

Can observe and question.
Copyright © 2010 Ryan P. Murphy

Can find solutions, reasons, and research.
Copyright © 2010 Ryan P. Murphy

Works in all weather conditions if safe.
Copyright © 2010 Ryan P. Murphy

Can overcome obstacles.
Copyright © 2010 Ryan P. Murphy

Collaborates (talks) with others.
S
C
F
I
U
e
N
N
C
e
T
For
Real
O
D
A
Y
Copyright
© 2010
Ryan
P. Murphy
Copyright
© 2010
Ryan
P. Murphy

Science is a systematic attempt to get
around human limitations.
 Science
tries to remove personal experience
from the scientific process.

Science is a systematic attempt to get
around human limitations.
 Science
tries to remove personal experience
from the scientific process.
Copyright © 2010 Ryan P. Murphy

Science is a systematic attempt to get
around human limitations.
 Science
tries to remove personal experience
from the scientific process.
“I love Science
Copyright © 2010 Ryan P. Murphy

Science is a systematic attempt to get
around human limitations.
 Science
tries to remove personal experience
from the scientific process.
This data
set makes
me happy
“I love Science
Copyright © 2010 Ryan P. Murphy

Science is a systematic attempt to get
around human limitations.
 Science
tries to remove personal experience
from the scientific process.
“This data
set makes
me happy.”
“I love Science.”
“I wanted
better data.”
Copyright © 2010 Ryan P. Murphy

Science is a systematic attempt to get
around human limitations.
 Science
tries to remove personal experience
from the scientific process.
“This data
set makes
me happy.”
“I wanted
better data.”
“I love Science.”
“Failure is not
an option.”
Copyright © 2010 Ryan P. Murphy

Science is a systematic attempt to get
around human limitations.
 Science
tries to remove personal experience
from the scientific process.
“This data
set makes
me happy.”
“I wanted
better data.”
“I love Science.”
“Failure is not
an option.”
Copyright © 2010 Ryan P. Murphy

TRY AND WRITE WITHOUT PERSONAL
PRONOUNS.
 DO
NOT USE…I, me, you, he, she, we, you,
they, them, theirs, names, etc.
Copyright © 2010 Ryan P. Murphy

TRY AND WRITE WITHOUT PERSONAL
PRONOUNS.
 DO
NOT USE…I, me, you, he, she, we, you,
they, them, theirs, names, etc.
Copyright © 2010 Ryan P. Murphy
• Do not end science writing with the words
“The End.” Save that for Disney movies.
Copyright © 2010 Ryan P. Murphy
• Activity! Please pass three items around
the table three times.
– Then write about your experience without
using any personal pronouns.
Copyright © 2010 Ryan P. Murphy
• Activity! Please pass three items around
the table three times.
– Then write about your experience without
using any personal pronouns.
Copyright © 2010 Ryan P. Murphy
• How the paragraph could have been
written.
Copyright © 2010 Ryan P. Murphy
• How the paragraph could have been
written.
– Three items were passed around the table in
a random fashion. Each member of the table
passed and contributed one item.
Copyright © 2010 Ryan P. Murphy
• Activity! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
around. I passed a pencil while Mark and Jill
both passed their textbook. We passed our
items around until we heard our teacher say
“stop.” -The End.
Copyright © 2010 Ryan P. Murphy
• Activity! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
around.
Copyright © 2010 Ryan P. Murphy
• Activity! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
around. I passed a pencil while Mark and Jill
both passed their textbook.
Copyright © 2010 Ryan P. Murphy
• Activity! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
around. I passed a pencil while Mark and Jill
both passed their textbook. We passed our
items around until we heard our teacher say
“stop.” -The End.
Copyright © 2010 Ryan P. Murphy
• Activity! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
around. I passed a pencil while Mark and Jill
both passed their textbook. We passed our
items around until we heard our teacher say
“stop.” -The End.
Copyright © 2010 Ryan P. Murphy
• Answer! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
around. I passed a pencil while Mark and Jill
both passed their textbook. We passed our
items around until we heard our teacher say
“stop.” -The End.
Copyright
© 2010
Ryan
P. Murphy
Copyright
© 2010
Ryan
P. Murphy
• Answer! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
around. I passed a pencil while Mark and Jill
both passed their textbook. We passed our
items around until we heard our teacher say
“stop.” -The End.
Copyright © 2010 Ryan P. Murphy
• Answer! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
around. I passed a pencil while Mark and Jill
both passed their textbook. We passed our
items around until we heard our teacher say
“stop.” -The End.
Copyright © 2010 Ryan P. Murphy
• Answer! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
around. I passed a pencil while Mark and Jill
both passed their textbook. We passed our
items around until we heard our teacher say
“stop.” -The End.
Copyright © 2010 Ryan P. Murphy
• Answer! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
around. I passed a pencil while Mark and Jill
both passed their textbook. We passed our
items around until we heard our teacher say
“stop.” -The End.
Copyright © 2010 Ryan P. Murphy
• Answer! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
around. I passed a pencil while Mark and Jill
both passed their textbook. We passed our
items around until we heard our teacher say
“stop.” -The End.
Copyright
© 2010
Ryan
P. Murphy
Copyright
© 2010
Ryan
P. Murphy
• Answer! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
around. I passed a pencil while Mark and Jill
both passed their textbook. We passed our
items around until we heard our teacher say
“stop.” -The End.
• Answer! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
around. I passed a pencil while Mark and Jill
both passed their textbook. We passed our
items around until we heard our teacher say
“stop.” -The End.
• Answer! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
around. I passed a pencil while Mark and Jill
both passed their textbook. We passed our
items around until we heard our teacher say
“stop.” -The End.
Copyright © 2010 Ryan P. Murphy
• Answer! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three items
around. I passed a pencil while Mark and Jill
both passed their textbook. We passed our
items around until we heard our teacher say
“stop.” -The End.
Copyright © 2010 Ryan P. Murphy
• Branches of Science…
– How many branches of science do you know.
––––––––-
Copyright © 2010 Ryan P. Murphy
• Types of scientists…
– Biology – The study of life.
– Geology – The study of Earth.
– Chemistry – The study of Matter.
– Physics – The study of matter and energy.
––––– -The list will continue on the next page. Each
branch is a possible career field for you.
Copyright © 2010 Ryan P. Murphy
• Aerodynamics: the study of the motion of gas on objects and the
forces created
• Anatomy: the study of the structure and organization of living things
• Anthropology: the study of human cultures both past and present
• Archaeology: the study of the material remains of cultures
• Astronomy: the study of celestial objects in the universe
• Astrophysics: the study of the physics of the universe
• Bacteriology: the study of bacteria in relation to disease
• Biochemistry: the study of the organic chemistry of compounds and
processes occurring in organisms
• Biophysics: the application of theories and methods of the physical
sciences to questions of biology
• Biology: the science that studies living organisms
• Botany: the scientific study of plant life
• Chemical Engineering: the application of science, mathematics,
and economics to the process of converting raw materials or
chemicals into more useful or valuable forms
• Chemistry: the science of matter and its interactions with energy
and itself
• Climatology: the study of climates and investigations of
its phenomena and causes
• Computer Science: the systematic study of computing
systems and computation
• Ecology: the study of how organisms interact with each
other and their environment
• Electronics: science and technology of electronic
phenomena
• Engineering: the practical application of science to
commerce or industry
• Entomology: the study of insects
• Environmental Science: the science of the interactions
between the physical, chemical, and biological
components of the environment
• Forestry: the science of studying and managing forests
and plantations, and related natural resources
• Genetics: the science of genes, heredity, and the
variation of organisms
• Geology: the science of the Earth, its structure, and
history
• Marine Biology: the study of animal and plant life within
saltwater ecosystems Mathematics: a science dealing with
the logic of quantity and shape and arrangement
• Medicine: the science concerned with maintaining health
and restoring it by treating disease
• Meteorology: study of the atmosphere that focuses on
weather processes and forecasting
• Microbiology: the study of microorganisms, including
viruses, prokaryotes and simple eukaryotes
• Mineralogy: the study of the chemistry, crystal structure,
and physical (including optical) properties of minerals
• Molecular Biology: the study of biology at a molecular
level.
• Nuclear Physics: the branch of physics concerned with the
nucleus of the atom
• Neurology: the branch of medicine dealing with the nervous
system and its disorders
• Oceanography: study of the earth's oceans and their
interlinked ecosystems and chemical and physical
processes
• Organic Chemistry: the branch of chemistry dedicated to the
study of the structures, synthesis, and reactions of carboncontaining compounds
• Ornithology: the study of birds
• Paleontology: the study of life-forms existing in former geological
time periods
• Petrology: the geological and chemical study of rocks
• Physics: the study of the behavior and properties of matter
• Physiology: the study of the mechanical, physical, and
biochemical functions of living organisms
• Radiology: the branch of medicine dealing with the applications of
radiant energy, including x-rays and radioisotopes
• Seismology: the study of earthquakes and the movement of
waves through the Earth
• Taxonomy: the science of classification of animals and plants
• Thermodynamics: the physics of energy, heat, work, entropy and
the spontaneity of processes
• Zoology: the study of animals
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Aerodynamics: the study of the motion of gas on objects and the forces created
Anatomy: the study of the structure and organization of living things
Anthropology: the study of human cultures both past and present
Archaeology: the study of the material remains of cultures
Astronomy: the study of celestial objects in the universe
Astrophysics: the study of the physics of the universe
Bacteriology: the study of bacteria in relation to disease
Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms
Biophysics: the application of theories and methods of the physical sciences to questions of biology
Biology: the science that studies living organisms
Botany: the scientific study of plant life
Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful
or valuable forms
Chemistry: the science of matter and its interactions with energy and itself
Climatology: the study of climates and investigations of its phenomena and causes
Computer Science: the systematic study of computing systems and computation
Ecology: the study of how organisms interact with each other and their environment
Electronics: science and technology of electronic phenomena
Engineering: the practical application of science to commerce or industry
Entomology: the study of insects
Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment
Forestry: the science of studying and managing forests and plantations, and related natural resources
Genetics: the science of genes, heredity, and the variation of organisms
Geology: the science of the Earth, its structure, and history
Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and
arrangement
Medicine: the science concerned with maintaining health and restoring it by treating disease
Meteorology: study of the atmosphere that focuses on weather processes and forecasting
Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes
Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals
Molecular Biology: the study of biology at a molecular level.
Nuclear Physics: the branch of physics concerned with the nucleus of the atom
Neurology: the branch of medicine dealing with the nervous system and its disorders
Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes
Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon-containing compounds
Ornithology: the study of birds
Paleontology: the study of life-forms existing in former geological time periods
Petrology: the geological and chemical study of rocks
Physics: the study of the behavior and properties of matter
Physiology: the study of the mechanical, physical, and biochemical functions of living organisms
Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes
Seismology: the study of earthquakes and the movement of waves through the Earth
Taxonomy: the science of classification of animals and plants
Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes
Zoology: the study of animals
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Aerodynamics: the study of the motion of gas on objects and the forces created
Anatomy: the study of the structure and organization of living things
Anthropology: the study of human cultures both past and present
Archaeology: the study of the material remains of cultures
Astronomy: the study of celestial objects in the universe
Astrophysics: the study of the physics of the universe
Bacteriology: the study of bacteria in relation to disease
Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms
Biophysics: the application of theories and methods of the physical sciences to questions of biology
Biology: the science that studies living organisms
Botany: the scientific study of plant life
Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful
or valuable forms
Chemistry: the science of matter and its interactions with energy and itself
Climatology: the study of climates and investigations of its phenomena and causes
Computer Science: the systematic study of computing systems and computation
Ecology: the study of how organisms interact with each other and their environment
Electronics: science and technology of electronic phenomena
Engineering: the practical application of science to commerce or industry
Entomology: the study of insects
Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment
Forestry: the science of studying and managing forests and plantations, and related natural resources
Genetics: the science of genes, heredity, and the variation of organisms
Geology: the science of the Earth, its structure, and history
Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and
arrangement
Medicine: the science concerned with maintaining health and restoring it by treating disease
Meteorology: study of the atmosphere that focuses on weather processes and forecasting
Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes
Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals
Molecular Biology: the study of biology at a molecular level.
Nuclear Physics: the branch of physics concerned with the nucleus of the atom
Neurology: the branch of medicine dealing with the nervous system and its disorders
Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes
Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon-containing compounds
Ornithology: the study of birds
Paleontology: the study of life-forms existing in former geological time periods
Petrology: the geological and chemical study of rocks
Physics: the study of the behavior and properties of matter
Physiology: the study of the mechanical, physical, and biochemical functions of living organisms
Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes
Seismology: the study of earthquakes and the movement of waves through the Earth
Taxonomy: the science of classification of animals and plants
Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes
Zoology: the study of animals

Scientific method: A process that is the
basis for scientific inquiry (questioning
and experimenting).
Copyright © 2010 Ryan P. Murphy

Scientific method: A process that is the
basis for scientific inquiry (questioning
and experimenting).
Copyright © 2010 Ryan P. Murphy

Scientific method: A process that is the
basis for scientific inquiry (questioning
and experimenting).
Copyright © 2010 Ryan P. Murphy

Scientific method: A process that is the
basis for scientific inquiry (questioning
and experimenting).
Copyright © 2010 Ryan P. Murphy

Scientific method: A process that is the
basis for scientific inquiry (questioning
and experimenting).
Copyright © 2010 Ryan P. Murphy
• Activity! Sequence.
– The scientific method is a sequence. Please
minimize out of slideshow and teacher will assist
as student try to arrange the shapes on the right
using the correct sequence to match the picture
on the left. Next slide 
– Teacher must copy and paste each one after the
students touch it or the correct order will occur
automatically as they are already layered in the
correct order. Students must drag into place.
Answer
Answer
Answer
Answer
Answer
Answer
• Activity! Sketching out the scientific
method.
Copyright © 2010 Ryan P. Murphy
• Activity! Sketching out the scientific
method.
– This requires a full page and will look like the
example on the next page when done.
Copyright © 2010 Ryan P. Murphy
Observe
Add to
background
information
Analyze the data
Collect data
Support
Reject
hypothesis hypothesis
Repeat
experiment
Do something
With the findings.
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Everything in the
experiment should be
the same except for
the independent variable
which is the one thing
that is different.
Copyright © 2010 Ryan P. Murphy
Observe
and question
Copyright © 2010 Ryan P. Murphy
Observe
Collect
background
information
Copyright
© 2010
Ryan
P. Murphy
Copyright
© 2010
Ryan
P. Murphy
Observe
Collect
background
information
Form a
Hypothesis
Observe
Collect
background
information
Form a
Hypothesis
Create an
experiment with a
control group and
experimental group.
Observe
Collect
background
information
Collect data
Form a
Hypothesis
Create an
experiment with a
control group and
experimental group.
Copyright © 2010 Ryan P. Murphy
Observe
Collect
background
information
Analyze the data
Collect data
Form a
Hypothesis
Create an
experiment with a
control group and
experimental group.
Copyright © 2010 Ryan P. Murphy
Observe
Collect
background
information
Analyze the data
Reject
hypothesis
Collect data
Form a
Hypothesis
Create an
experiment with a
control group and
experimental group.
Copyright © 2010 Ryan P. Murphy
Observe
Collect
background
information
Analyze the data
Reject
hypothesis
Collect data
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Copyright © 2010 Ryan P. Murphy
Observe
Collect
background
information
Analyze the data
Reject
hypothesis
Collect data
Form a new
Hypothesis
Create a new
experiment with a
control group and
experimental group.
Copyright © 2010 Ryan P. Murphy
Observe
Collect
background
information
Analyze the data
Support
Reject
hypothesis hypothesis
Collect data
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Copyright © 2010 Ryan P. Murphy
Observe
Collect
background
information
Analyze the data
Support
Reject
hypothesis hypothesis
Collect data
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Repeat
experiment
Copyright © 2010 Ryan P. Murphy
Observe
Collect
background
information
Analyze the data
Support
Reject
hypothesis hypothesis
Collect data
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Repeat
experiment
Copyright © 2010 Ryan P. Murphy
Observe
Collect
background
information
Analyze the data
Collect data
Support
Reject
hypothesis hypothesis
Repeat
experiment
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Do something
With the findings.
Copyright © 2010 Ryan P. Murphy
Observe
Add to
background
information
Analyze the data
Collect data
Support
Reject
hypothesis hypothesis
Repeat
experiment
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Do something
With the findings.
Copyright © 2010 Ryan P. Murphy
Observe
Add to
background
information
Analyze the data
Collect data
Support
Reject
hypothesis hypothesis
Repeat
experiment
Do something
With the findings.
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Everything in the
experiment should be
the same except for
the independent variable
which is the one thing
that is different.
Copyright © 2010 Ryan P. Murphy
• Experiments search for cause and effect
relationships in nature.
• Experiments search for cause and effect
relationships in nature.
• These changing quantities are called
variables.
• Does your grade depend on how much
time you spend on your work?
• Does your grade depend on how much
time you spend on your work?
– The dependent variable depends on other
factors (how much you studied, effort, etc.)
• Does your grade depend on how much
time you spend on your work?
– The dependent variable depends on other
factors (how much you studied, effort, etc.)
– Independent variable is the one you have
control over (how much you studied).
• Does your grade depend on how much
time you spend on your work?
– The dependent variable depends on other
factors (how much you studied, effort, etc.)
– Independent variable is the one you have
control over (how much you studied).
• You have control over your grades.

Variable: Changing quantity of something.
-

Variable: Changing quantity of something.
-

Variable: Changing quantity of something.
-

Variable: Changing quantity of something.
-

Independent: (Change) The variable you
have control over, what you can choose
and manipulate.

Independent: (Change) The variable you
have control over, what you can choose
and manipulate.

Independent: (Change) The variable you
have control over, what you can choose
and manipulate.

Dependent: (Observe) What you measure
in the experiment and what is affected
during the experiment.

Control: (Same) Quantities that a scientist
wants to remain constant so it’s a fair test.

Control: (Same) Quantities that a scientist
wants to remain constant so it’s a fair test.

Control: (Same) Quantities that a scientist
wants to remain constant so it’s a fair test.

Control: (Same) Quantities that a scientist
wants to remain constant so it’s a fair test.
Everything is exactly the same
except for the independent variable
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem?
Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Do Pillbugs
prefer a dark
or light
environment?
One
environment
is dark, the
other is light
Count the
number of
Pillbugs that
enter dark
chamber.
Moisture in
both should
be the same,
temp, no food
preference.
Problem?
Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Do Pillbugs
prefer a dark
or light
environment?
One
environment
is dark, the
other is light
Count the
number of
Pillbugs that
enter dark
chamber.
Moisture in
both should
be the same,
temp, no food
preference.
Problem?
Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Do Pillbugs
prefer a dark
or light
environment?
One
environment
is dark, the
other is light
Count the
number of
Pillbugs that
enter dark
chamber.
Moisture in
both should
be the same,
temp, no food
preference.
Problem?
Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Do Pillbugs
prefer a dark
or light
environment?
One
environment
is dark, the
other is light
Count the
number of
Pillbugs that
enter dark
chamber.
Moisture in
both should
be the same,
temp, no food
preference.
Problem?
Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Do Pillbugs
prefer a dark
or light
environment?
One
environment
is dark, the
other is light
Count the
number of
Pillbugs that
enter dark
chamber.
Moisture in
both should
be the same,
temp, no food
preference.
Problem?
Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Do Pillbugs
prefer a dark
or light
environment?
One
environment
is dark, the
other is light
Count the
number of
Pillbugs that
enter dark
chamber.
Moisture in
both should
be the same,
temp, no food
preference.
Problem?
Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Do Pillbugs
prefer a dark
or light
environment?
One
environment
is dark, the
other is light
Count the
number of
Pillbugs that
enter dark
chamber.
Moisture in
both should
be the same,
temp, no food
preference.
Problem?
Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Do Pillbugs
prefer a dark
or light
environment?
One
environment
is dark, the
other is light
Count the
number of
Pillbugs that
enter dark
chamber.
Moisture in
both should
be the same,
temp, no food
preference.
Problem?
Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Do Pillbugs
prefer a dark
or light
environment?
One
environment
is dark, the
other is light
Count the
number of
Pillbugs that
enter dark
chamber.
Moisture in
both should
be the same,
temp, no food
preference.
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyrite on equal sized
cubes of ice on his counter in the kitchen. The
student times how long it takes each mineral to
melt completely through the ice cube. She
records the time it takes each one in minutes in
her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the
same on all of them.
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyrite on equal sized
cubes of ice on her counter in the kitchen. The
student times how long it takes each mineral to
melt completely through the ice cube. She
records the time it takes each one in minutes in
her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the
same on all of them.
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyrite on equal sized
cubes of ice on her counter in the kitchen. The
student times how long it takes each mineral to
melt completely through the ice cube. She
records the time it takes each one in minutes in
her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the
same on all of them.
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyrite on equal sized
cubes of ice on her counter in the kitchen. The
student times how long it takes each mineral to
melt completely through the ice cube. She
records the minutes it takes for each one to melt
in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the
same on all of them.
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyrite on equal sized
cubes of ice on her counter in the kitchen. The
student times how long it takes each mineral to
melt completely through the ice cube. She
records the minutes it takes for each one to melt
in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the
same on all of them.
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyrite on equal sized
cubes of ice on her counter in the kitchen. The
student times how long it takes each mineral to
melt completely through the ice cube. She
records the minutes it takes for each one to melt
in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the
same on all of them.
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyrite on equal sized
cubes of ice on her counter in the kitchen. The
student times how long it takes each mineral to
melt completely through the ice cube. She
records the minutes it takes for each one to melt
in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the
same on all of them.
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyrite on equal sized
cubes of ice on her counter in the kitchen. The
student times how long it takes each mineral to
melt completely through the ice cube. She
records the minutes it takes for each one to melt
in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the
same on all of them.
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyrite on equal sized
cubes of ice on her counter in the kitchen. The
student times how long it takes each mineral to
melt completely through the ice cube. She
records the minutes it takes for each one to melt
in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the
same on all of them.
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyrite on equal sized
cubes of ice on her counter in the kitchen. The
student times how long it takes each mineral to
melt completely through the ice cube. She
records the minutes it takes for each one to melt
in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the
same on all of them.
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyrite on equal sized
cubes of ice on her counter in the kitchen. The
student times how long it takes each mineral to
melt completely through the ice cube. She
records the minutes it takes for each one to melt
in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the
same on all of them.
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyrite on equal sized
cubes of ice on her counter in the kitchen. The
student times how long it takes each mineral to
melt completely through the ice cube. She
records the minutes it takes for each one to melt
in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the
same on all of them.
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyrite on equal sized
cubes of ice on her counter in the kitchen. The
student times how long it takes each mineral to
melt completely through the ice cube. She
records the minutes it takes for each one to melt
in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the
same on all of them.
• A student wants to find out what minerals melt
ice the fastest. So the student places halite,
calcite, hematite, and pyrite on equal sized
cubes of ice on her counter in the kitchen. The
student times how long it takes each mineral to
melt completely through the ice cube. She
records the minutes it takes for each one to melt
in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the
same on all of them.
– Everything is the same except for the minerals
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The students
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The students records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The students records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The students records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers.
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers.
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers.
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a chamber that allows weights to be
placed on a board that lies on top of the egg. The
student places weights in grams on the board with
an egg standing straight, and then on its side. The
student records the total weight that was on the
board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same
temp, everything is the same.
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a chamber that allows weights to be
placed on a board that lies on top of the egg. The
student places weights in grams on the board with
an egg standing straight, and then on its side. The
student records the total weight that was on the
board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same
temp, everything is the same.
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a chamber that allows weights to be
placed on a board that lies on top of the egg. The
student places weights in grams on the board with
an egg standing straight, and then on its side. The
student records the total weight that was on the
board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same
temp, everything is the same.
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a chamber that allows weights to be
placed on a board that lies on top of the egg. The
student places weights in grams on the board with
an egg standing straight, and then on its side. The
student records the total weight that was on the
board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same
temp, everything is the same.
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a chamber that allows weights to be
placed on a board that lies on top of the egg. The
student places weights in grams on the board with
an egg standing straight, and then on its side. The
student records the total weight that was on the
board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same
temp, everything is the same.
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a chamber that allows weights to be
placed on a board that lies on top of the egg. The
student places weights in grams on the board with
an egg standing straight, and then on its side. The
student records the total weight that was on the
board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same
temp, everything is the same.
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a chamber that allows weights to be
placed on a board that lies on top of the egg. The
student places weights in grams on the board with
an egg standing straight, and then on its side. The
student records the total weight that was on the
board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same
temp, everything is the same.
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a chamber that allows weights to be
placed on a board that lies on top of the egg. The
student places weights in grams on the board with
an egg standing straight, and then on its side. The
student records the total weight that was on the
board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same
temp, everything is the same.
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a chamber that allows weights to be
placed on a board that lies on top of the egg. The
student places weights in grams on the board with
an egg standing straight, and then on its side. The
student records the total weight that was on the
board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same
temp, everything is the same.
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a chamber that allows weights to be
placed on a board that lies on top of the egg. The
student places weights in grams on the board with
an egg standing straight, and then on its side. The
student records the total weight that was on the
board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same
temp, everything is the same.
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a chamber that allows weights to be
placed on a board that lies on top of the egg. The
student places weights in grams on the board with
an egg standing straight, and then on its side. The
student records the total weight that was on the
board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same
temp, everything is the same.
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a chamber that allows weights to be
placed on a board that lies on top of the egg. The
student places weights in grams on the board with
an egg standing straight, and then on its side. The
student records the total weight that was on the
board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same
temp, everything is the same.
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a chamber that allows weights to be
placed on a board that lies on top of the egg. The
student places weights in grams on the board with
an egg standing straight, and then on its side. The
student records the total weight that was on the
board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same
temp, everything is the same.
• A student wants to find out if an egg will crush more
easily standing straight-up or on its side. The
student creates a chamber that allows weights to be
placed on a board that lies on top of the egg. The
student places weights in grams on the board with
an egg standing straight, and then on its side. The
student records the total weight that was on the
board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same
temp, everything is the same.

Observation – Anything you can see, hear,
smell, touch, taste, (Using your senses).
Copyright © 2010 Ryan P. Murphy
• Observation Basics.
– Our perceptions are not photographs, they are
constructions - something that our minds
manufacture.
– What we perceive is partially determined by what
we know or believe.
– Constructive perception has survival value - it
helps us make sense of the world.
– So, seeing is not necessarily believing.
– USE YOUR JOURNAL!
Copyright © 2010 Ryan P. Murphy
• Observation Basics.
– Our perceptions are not photographs, they are
constructions - something that our minds
manufacture.
– What we perceive is partially determined by what
we know or believe.
– Constructive perception has survival value - it
helps us make sense of the world.
– So, seeing is not necessarily believing.
– USE YOUR JOURNAL!
Copyright © 2010 Ryan P. Murphy
• Observation Basics.
– Our perceptions are not photographs, they are
constructions - something that our minds
manufacture.
– What we perceive is partially determined by what
we know or believe.
– Constructive perception has survival value - it
helps us make sense of the world.
– So, seeing is not necessarily believing.
– USE YOUR JOURNAL!
Copyright © 2010 Ryan P. Murphy
• Observation Basics.
– Our perceptions are not photographs, they are
constructions - something that our minds
manufacture.
– What we perceive is partially determined by what
we know or believe.
– Constructive perception has survival value - it
helps us make sense of the world.
– So, seeing is not necessarily believing.
– USE YOUR JOURNAL!
Copyright © 2010 Ryan P. Murphy
• Observation Basics.
– Our perceptions are not photographs, they are
constructions - something that our minds
manufacture.
– What we perceive is partially determined by what
we know or believe.
– Constructive perception has survival value - it
helps us make sense of the world.
– So, seeing is not necessarily believing.
– USE YOUR JOURNAL!
Copyright © 2010 Ryan P. Murphy
• Observation Basics.
– Our perceptions are not photographs, they are
constructions - something that our minds
manufacture.
– What we perceive is partially determined by what
we know or believe.
– Constructive perception has survival value - it
helps us make sense of the world.
– So, seeing is not necessarily believing.
– USE YOUR JOURNAL!
Copyright © 2010 Ryan P. Murphy
Do these red lines bend?
Do these red lines bend?
• Please write down the phrase that you will
see on the next slide? You get just a second.
Copyright © 2010 Ryan P. Murphy
Mary had
had a little lamb
Copyright © 2010 Ryan P. Murphy
“Write down
what it said in
your journal?”
Copyright © 2010 Ryan P. Murphy
“Did your brain
act faster than
your eyes?”
Copyright © 2010 Ryan P. Murphy
Mary had
had a little lamb
Copyright © 2010 Ryan P. Murphy
Mary had
had a little lamb
Copyright © 2010 Ryan P. Murphy
Mary had
had a little lamb
Copyright © 2010 Ryan P. Murphy
Our brains are programmed for normal
right side-up.
Our brains are programmed for normal
right side-up.
I will flip this picture and you will see.
•
•
•
•
•
On the next series of slides.
Say the color of the words below.
(Not the actual words)
Try to do it as fast as you can.
Is it difficult?
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
•
•
•
•
•
•
Repeat! See if it is easier upside down.
On the next series of slides.
Say the color of the words below.
(Not the actual words)
Try to do it as fast as you can.
Is it difficult?
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Can you see the mans face?
• Please record what you see beneath this
box.
Copyright © 2010 Ryan P. Murphy
• Answer! The white marks say the word
LIFT.
Copyright © 2010 Ryan P. Murphy
• Answer! The white marks say the word
LIFT.
L
I F
T
Copyright © 2010 Ryan P. Murphy
• Observation Basics.
– Our perceptions are not photographs, they are
constructions - something that our minds
manufacture.
– What we perceive is partially determined by
what we know or believe.
– Constructive perception has survival value - it
helps us make sense of the world.
– So, seeing is not necessarily believing.
– USE YOUR JOURNAL!
Copyright © 2010 Ryan P. Murphy
• Observation Basics.
– Our perceptions are not photographs, they are
constructions - something that our minds
manufacture.
– What we perceive is partially determined by
what we know or believe.
– Constructive perception has survival value - it
helps us make sense of the world.
– So, seeing is not necessarily believing.
– USE YOUR JOURNAL!
Copyright © 2010 Ryan P. Murphy

Inference: A conclusion based on your
observations.
Copyright © 2010 Ryan P. Murphy
• Raise your hand when you think you
know the picture beneath the boxes.
– You only get one guess.
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Let’s Play…I’m thinking of a
person in this classroom…
Yes/No Questions only. You
are allowed 4 questions
and then need to make an
inference.
Copyright © 2010 Ryan P. Murphy
• Activity! How well do you observe the
world around you.
Copyright © 2010 Ryan P. Murphy
• Activity! How well do you observe the
world around you.
– Observe each scene for 1 minute and then
answer some questions afterward.
Copyright © 2010 Ryan P. Murphy
• Questions about the previous scene.
Copyright © 2010 Ryan P. Murphy
• Questions for the street scene.
– How many vehicles were driving?
• Two were driving, two were parked
Copyright © 2010 Ryan P. Murphy
• Questions for the street scene.
– How many vehicles were driving?
• Two were driving, two were parked.
Copyright © 2010 Ryan P. Murphy
• Questions for the street scene.
– What type of vehicles were they?
Copyright © 2010 Ryan P. Murphy
• Questions for the street scene.
– What type of vehicles were they?
• Utility van with no labels and small 4
door SUV.
Copyright © 2010 Ryan P. Murphy
• Questions for the street scene.
– What colors were they?
Copyright © 2010 Ryan P. Murphy
• Questions for the street scene.
– What colors were they?
• Utility van was white, SUV was dark
blue with no license plate on the front.
Copyright © 2010 Ryan P. Murphy
• Questions for the street scene.
– Was it raining?
Copyright © 2010 Ryan P. Murphy
• Questions for the street scene.
– Was it raining?
– Answer: No. But the SUV’s wipers were
on, conditions were overcast and the
SUV could have just possibly come from
the rain or driven through a sprinkler.
Copyright © 2010 Ryan P. Murphy
• Questions for the street scene.
– What was the speed limit?
Copyright © 2010 Ryan P. Murphy
• Questions for the street scene.
– What was the speed limit?
• 35 mph
• What country is this picture in?
Copyright © 2010 Ryan P. Murphy
• Questions for the street scene.
– What was the speed limit?
• 35 mph
• What country is this picture in?
• The United States most likely because
35 mph is not Metric. The U.S. is one
of the few countries to use the Old
English System.
Copyright © 2010 Ryan P. Murphy
• Questions for the street scene.
– How many witnesses were there, what
were they doing?
Copyright © 2010 Ryan P. Murphy
• Questions for the street scene.
– How many witnesses were there, what
were they doing?
• One witness, he was mowing the
lawn.
Copyright © 2010 Ryan P. Murphy
• Questions for the street scene.
– What season was it?
Copyright © 2010 Ryan P. Murphy
• Questions for the street scene.
– What season was it?
• Summer, the leaves were well
established and green.
Copyright © 2010 Ryan P. Murphy
• Questions for the street scene.
• Two were driving, two were parked.
• Utility van with no labels and small 4 door
SUV.
• Utility van was white, SUV was dark blue
with no license plate on the front.
• It was not raining.
• 35 mph (No Metric here, must be in the
US)
• One witness, he was mowing the lawn.
• Summer, the leaves were well established
and green.
Copyright © 2010 Ryan P. Murphy
• Questions about the previous scene.
Copyright © 2010 Ryan P. Murphy
• Question about the backyard scene?
– What was the color of the roof of the shed?
Copyright © 2010 Ryan P. Murphy
• What color was the roof?
– Answer: You can’t tell from the photograph.
In this area of the country the roofs are dark
colored shingles so that’s what we construct
in our head.
Copyright © 2010 Ryan P. Murphy
• If we lived in the Slovenia, Germany , our
constructions would be different as the
rooftops here are all orange.
Copyright © 2010 Ryan P. Murphy
• Activity! How well do you observe the
world around you.
– Observe each scene for 30 seconds and then
answer some questions afterward.
Copyright © 2010 Ryan P. Murphy
The Science Skills Unit
Part I: Lab Safety and Magnification
Part II: The International System of Units,
Scientific Notation, Conversions
and more.
Part III: Base Units, Measuring,
Measuring Skills.
Part IV: The Scientific Method, Variables,
Observation Skills, and more.
• The Entire Science Skills Unit includes a…
• Four Part 2,400 Slide PowerPoint roadmap full of class
activities, video links, red slide class notes, discussion
questions, games, and much more.
• 14 page bundled homework package that chronologically
follows the PowerPoint slideshow. Modified version and
answer keys are provided.
• 14 pages of unit notes with visuals for students who
require assistance and support staff.
• 1 PowerPoint review game, 10 worksheets that follow
slideshow activities, many video and academic links,
flashcards, rubrics, activity sheets, and much more.
• http://sciencepowerpoint.com/Science_Introduction_Lab
_Safety_Metric_Methods.html
• More Units Available at…
Earth Science: The Soil Science and Glaciers Unit, The Geology Topics
Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The
River Unit, The Water Molecule Unit.
Physical Science: The Laws of Motion and Machines Unit, The Atoms
and Periodic Table Unit, The Energy and the Environment Unit, and The
Introduction to Science / Metric Unit.
Life Science: The Infectious Diseases Unit, The Cellular Biology Unit,
The DNA and Genetics Unit, The Life Topics Unit, The Plant Unit, The
Taxonomy and Classification Unit, Ecology: Feeding Levels Unit, Ecology:
Interactions Unit, Ecology: Abiotic Factors, The Evolution and Natural
Selection Unit and Human Body Systems and Health Topics Unit
Copyright © 2011 www.sicnepowerpoint.com LLC.
• You should be very close to completion of
your bundle.
• You can now add information to the white
spaces around the following.
– You can also color the sketches and text.
King
Henry
Died
While
Drinking
Chocolate
Milk
Magnification:
The act of
expanding
something in
apparent size.
King
Henry
Died
While
Drinking
Chocolate
Milk
Magnification:
The act of
expanding
something in
apparent size.
A study of natural phenomenon.
A systematic study and method.
Knowledge through experience.
King
Henry
Died
While
Drinking
Chocolate
Milk
Magnification:
The act of
expanding
something in
apparent size.
A study of natural phenomenon.
A systematic study and method.
Knowledge through experience.
King
Henry
Died
While
Drinking
Chocolate
Milk
Magnification:
The act of
expanding
something in
apparent size.
Is safe!
A study of natural phenomenon.
A systematic study and method.
Knowledge through experience.
Is accurate, precise and methodical.
Is unbiased, a seeker of the truth.
Can observe and question.
Can find solutions, reasons, and research.
Works in all weather conditions if safe.
Can overcome obstacles.
Collaborates (talks) with others.
King
Henry
Died
While
Drinking
Chocolate
Milk
Magnification:
The act of
expanding
something in
apparent size.
Is safe!
A study of natural phenomenon.
A systematic study and method.
Knowledge through experience.
Is accurate, precise and methodical.
Is unbiased, a seeker of the truth.
Can observe and question.
Can find solutions, reasons, and research.
Works in all weather conditions if safe.
Can overcome obstacles.
Collaborates (talks) with others.
King
Henry
Died
While
Drinking
Chocolate
Milk
Magnification:
The act of
expanding
something in
apparent size.
Is safe!
A study of natural phenomenon.
A systematic study and method.
Knowledge through experience.
Is accurate, precise and methodical.
Is unbiased, a seeker of the truth.
Can observe and question.
Can find solutions, reasons, and research.
Works in all weather conditions if safe.
Can overcome obstacles.
Collaborates (talks) with others.
A process that is the basis for
scientific inquiry questioning and
understanding.
King
Henry
Died
While
Drinking
Chocolate
Milk
Magnification:
The act of
expanding
something in
apparent size.
Is safe!
A study of natural phenomenon.
A systematic study and method.
Knowledge through experience.
Is accurate, precise and methodical.
Is unbiased, a seeker of the truth.
Can observe and question.
Can find solutions, reasons, and research.
Works in all weather conditions if safe.
Can overcome obstacles.
Collaborates (talks) with others.
A process that is the basis for
scientific inquiry questioning and
understanding.
King
Henry
Died
While
Drinking
Chocolate
Milk
Magnification:
The act of
expanding
something in
apparent size.
Is safe!
A study of natural phenomenon.
A systematic study and method.
Knowledge through experience.
Is accurate, precise and methodical.
Is unbiased, a seeker of the truth.
Can observe and question.
Can find solutions, reasons, and research.
Works in all weather conditions if safe.
Can overcome obstacles.
Collaborates (talks) with others.
A process that is the basis for
scientific inquiry questioning and
understanding.
King
Henry
Died
While
Drinking
Chocolate
Milk
Magnification:
The act of
expanding
something in
apparent size.
• Activity! Science Skills Unit Review Game
Copyright © 2010 Ryan P. Murphy
The Science Skills Unit
Part I: Lab Safety and Magnification
Part II: The International System of Units,
Scientific Notation, Conversions
and more.
Part III: Base Units, Measuring,
Measuring Skills.
Part IV: The Scientific Method, Variables,
Observation Skills, and more.
• The Entire Science Skills Unit includes a…
• Four Part 2,400 Slide PowerPoint roadmap full of class
activities, video links, red slide class notes, discussion
questions, games, and much more.
• 14 page bundled homework package that chronologically
follows the PowerPoint slideshow. Modified version and
answer keys are provided.
• 14 pages of unit notes with visuals for students who
require assistance and support staff.
• 1 PowerPoint review game, 10 worksheets that follow
slideshow activities, many video and academic links,
flashcards, rubrics, activity sheets, and much more.
• http://sciencepowerpoint.com/Science_Introduction_Lab
_Safety_Metric_Methods.html
• More Units Available at…
Earth Science: The Soil Science and Glaciers Unit, The Geology Topics
Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The
River Unit, The Water Molecule Unit.
Physical Science: The Laws of Motion and Machines Unit, The Atoms
and Periodic Table Unit, The Energy and the Environment Unit, and The
Introduction to Science / Metric Unit.
Life Science: The Infectious Diseases Unit, The Cellular Biology Unit,
The DNA and Genetics Unit, The Life Topics Unit, The Plant Unit, The
Taxonomy and Classification Unit, Ecology: Feeding Levels Unit, Ecology:
Interactions Unit, Ecology: Abiotic Factors, The Evolution and Natural
Selection Unit and Human Body Systems and Health Topics Unit
Copyright © 2011 www.sicnepowerpoint.com LLC.