Ch 1 - Review of the Scientific Method

1. Title: Scientific
Method
Source: Ch1 pg.16-21
8.14.2014-15

2. Learning Goal:
To help students recall the steps used
when performing an experiment.

3. Activity:
Students will be designing their own experiment to
be able to support or reject their hypothesis.
Standard:
To assess the reliability of information according to
the strict standards of scientific investigation by
using critical thinking and problem solving skills
(SC.912.N.1.4)

5. Steps to the Scientific Method
1. Identify the problem/question
2. Form a Hypothesis
3. Perform an experiment
4. Collect and analyze the data
5. Modify the experiment if the data was not reliable
or flawed.
6. Report results by publishing your findings.

6. 6 Important vocabulary words
 Hypothesis
 Theory
 Law
 Control group
 Constant variables

7. Hypothesis:
A proposed explanation of an
occurrence (phenomenon)
that can be tested.

8. Scientific Theory
It’s the most powerful explanation of a
natural phenomenon.
Supported by considerable evidence.
Tested over a long period of time.
*** Often scientists form theories to explain laws **
*Theories do NOT turn into laws or laws into theories*
Ex. Theory of Gravity

9. Scientific Law
Well supported descriptions.
Can be reduced to a mathematical
statement, Example: E = mc²
Based on empirical data.
Empirical data means data that can be verifiable or provable by means of
observation or experiment. Laws are generally confined to a certain set of conditions

10. Control group:
Used for comparison reasons.
It’s outcome is already known
from previous observations.

11. Constant Variables:
all things in an experiment
that are kept the same.
Allow for a “fair test”
<<end of notes>>

12. Myth Busters:
Moon Footprint “Hoax”
http://bit.ly/VEflYF
Flag Waving “Hoax”
http://bit.ly/1pKsaNe

13. Parts of a Lab Report:
1. Title
2. Introduction & Purpose (includes hypothesis)
3. Materials
4. Procedures (numbered)
5. Data (including graphs)
6. Conclusion should address the following:
 Was the hypothesis supported or rejected?
 Describe possible errors.
 Improvements to the lab
 Applications in the real world.

14. Class Activity – Practicing
Title of Lab Activity: Paper Towel Lab

15. Brainstorming:
Come up with the following parts
of the lab:
Hypothesis
Variables
List of materials
Procedures
Data Chart

16. Activity: Design your own experiment by
using the Scientific Method

17. Date:
Title: Paper Towel Absorbency Lab
Purpose: To test whether there is any
difference in paper towel absorbency.
<<<Research Question: Will there be a difference in the absorbency
capabilities of three different paper towels?>>>
Hypothesis - <<<try to answer the experimental question by
writing a statement that tries to answer the research question. Do not
use personal pronouns (“I” “we”)>>>

18. Materials <you won’t be needing all of these>
 3 diff. types of
towels
 Scissors
 Rulers
 Beaker 250ml size
w/ water
 Pan
 Graduate cylinder
 Balance/scale
 timer
 Dropper
 Rubber band

19. Procedure:
1.
2.
3.
4.
….
<<HINT: Do not introduce any bias into your experiment.
Be consistent. Use precise measurements. Use metric
system! (cm, ml, g). Think about what will be your
independent and dependent variable. Pick the best tool to
measure the difference in absorbency.>>

20. Data:
<<Directions: Make sure you have a chart/table on
where to record your data/info. Please make graph on
graph paper or excel.>>

21. Conclusion: (pg 14)
<<You need to address the following points in your conclusion>>
a)Describe what happened in your experiment
b) Is your hypothesis supported or rejected by the
data that was collected?
c) How can you improve your lab/experiment
design?
d) List 2-3 human errors that could have made your
data unreliable/inaccurate.
e) Discuss applications of your findings in the real
world.

22. Color Key used in PPT:
Black – indicates notes & Main Headings
Blue – indicates titles/cue words, place in margins.
Red – instructions or detailed info (don’t need to
copy – optional)
Green – page numbers and date