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1 BLOCK 9/5 & 9/6 week-4 TOPIC: OBSERVATIONS & METHODS of SCIENCE OBJ: 8-10 AGENDA ABSENT DO NOW: EXT: DUE DATE: DW: -LAB SAFETY CONTRACT [highlighted / signed] /OBJ 1, REVIEW SCENERIOS -INTRO LAB IDENTIFY what ALL experiments should START with HANDOUTS to PICK-UP: -LAB SAFETY CONTRACT -1.3 LAB WORMS -1.3 SC METHOD FLOW CHART TURN IN to ABS box: - SEMINAR 2: EXIT: see slide BEFORE SCHOOL / RAVEN 50: DW : 1.3 SCENERIOS

2 LAB SAFETY [resource #3] FOLLOW the DIRECTIONS

3 LAB SAFETY [resource #3] FOLLOW the DIRECTIONS

4 1.3 METHODS OF SCIENCE UNIT OBJECTIVES 8- -COMPARE & CONTRAST an observation and an inference 9- -IDENTIFY/SEQUENCE the flow of scientific method 10- -IDENTIFY & DIFFERENTIATE: - independent variable / dependent variable / constants - experimental group / control group - prediction / hypothesis - qualitative data / quantitative data - conclusion / theory

5 BLOCK PEER # Write this in RED PEN 1.3 SC METHOD ACTION RED X in BOX DW GRADE:

6 DW -GRADE RUBRIC 2-WHAT IS EXPECTED -100% COMPLETION with EFFORT -BOTH SCENERIOS COMPLETED 1-NOT QUITE WHAT IS EXPECTED % COMPLETION with EFFORT -MISSING SOME 0-NOT WHAT IS EXPECTED - <50% COMPLETED -MISSING A LOT

7 1.3 SCIENTIFIC METHOD in ACTION -REVIEW with RED PEN

8 1.3 SCIENTIFIC METHOD IN ACTION HOW PENICILLIN WAS DISCOVERED: WHAT WAS OBSERVED? -mold growing in some dishes 1- IV: independent variable -MOLD 2- DV: dependent variable -BACTERIA GROWTH [Data collected] 3-hypothesis? -If mold is present then no bacteria growth 4-control group -plain NUTRIENT BROTH 5-experimental group -NUTRIENT BROTH w/ mold added

9 1.3 SCIENTIFIC METHOD IN ACTION HOW PENICILLIN WAS DISCOVERED: 6-What data did Fleming obtain? Did the data support his hypothesis? -bacteria growth -YES 9-What was his conclusion? -mold produced a bacteria killing substance in broth 10-What was discovered as a result of Fleming s experiments? -PENICILLIN (antibiotic)

10 1.3 SCIENTIFIC METHOD IN ACTION THE STRANGE CASE OF BERIBERI: WHAT WAS OBSERVED? -strange nerve disease attacked people -people getting sick and die 1-IV: independent variable -bacteria 2- DV: dependent variable -symptoms of Beriberi [Data collected] 3-control group -chickens not injected 4-experimental group -chickens injected with bacteria from patients w/ Beriberi

11 1.3 SCIENTIFIC METHOD IN ACTION THE STRANGE CASE OF BERIBERI: WHAT WAS HIS HYPOTHESIS? -If chickens injected with bacteria then they will show symptoms of Beriberi 5-What data was obtained? Does the data support the hypothesis? -symptoms of Beriberi [all chickens showed ] -no, control group became sick 6-What should be the revised hypothesis? -If subjects eat Polish rice then they will lack a vitamin (thiamine) and get sick.

12 1.3 APP NTS FILE- DAILY WORK -1.3 APP NTS -1.3 SC SCENERIOS FULL REVIEW CLASS WEBSITE 9-5&9-6 ppt link

13 DO NOW IDENTIFY what should all experiments start with? **observations** GET OUT & READY- HILIGHTER RED PEN PENCIL

14 COLLABORATIVE Learning expectations INTRODUCE/IDENTIFY ROLE/READ RESPONSIBILITIES LAB GROUP(3-5 students) -working TOGETHER as a cooperative group to COMPLETE TASK -EVERY TEAM MEMBER has a job and participates EQUALLY 1-READ THROUGH EACH TASK (silently or together) 2-DISCUSS (use POSITIVE communication) 3-SUPPORTIVE EVIDENCE (find/hi-lite evidence that supports answer) 4-WRITE ANSWER 5-MOVE ON (only when ALL team members understand) - IS EVERYONE READY TO MOVE ON? QUESTIONS? s -each other CLARIFICATION -Asking Mrs. Paepke for clarification NOT answers. FYI -discussion within COLORED group ONLY

15 COLLABORATION ROLES 1-FACILITATOR / TIMEKEEPER keep group ON TASK / FOCUSED takes care of TIME MANAGEMENT makes sure ALL VOICES in group are HEARD 2-SPOKESPERSON [LANYARD] COMMUNICATES group QUESTIONS/CLARIFICATIONS w/ INSTRUCTOR ENSURES ALL MEMBERS have had the OPPORTUNITY to RESPOND before asking? ENSURES that EVERYONE in group AGREES on WHAT QUESTION to ask PRESENTS CONCLUSIONS of the group to the class, as requested 3-SCRIBE [ANSWER KEY- lead discussion of GRADING/REV] TEAM NOTE-TAKER / TEAM GRADER LEADS team in REVISIONS 4-QUALITY CONTROL / CHECKER GUIDES consensus-building process: group must AGREE on RESPONSES VERIFIES that ALL individual responses are CONSISTANT ENSURES that ACCURATE REVISIONS happen during/after class discussions 5-MATERIAL SET-UP / CLEAN-UP

16 LAB: LIVE EARTHWORMS LEARNING OBJECTIVE: -DEMONSTRATE the importance of comprehensive observations -DESCRIBE how an earthworm responds to different stimuli. -INFER how physical and behavioral characteristics of earthworm reflect adaptations to its environment. PROBLEM(s)/QUESTION(s): How does the type of environment affect the physical/characteristic response an earthworm will have? -wet / dry -light / dark READ background info -HIGHLIGHT info that relates to PROBLEM/QUESTION

17 BACKGROUND INFO Earthworms are classified as annelids, or segmented worms. They have digestive, circulatory, and nervous systems. Gas exchange is through the skin. They live in rich soil, which they eat, digesting the organic matter in it and passing the inorganic dirt particles out of the body. Earthworms are not very mobile animals. They spend their lives in one small area and as a result do not encounter many other earthworms. Their reproductive strategy is well suited for this type of life. Each earthworm is a hermaphrodite- it has both female and male sex organs. Any individual earthworm can cross fertilize with any other earthworm it encounters.

18 LAB: LIVE EARTHWORMS IDENTIFY ROLE /ORGANIZE TEAM /GATHER MATERIALS 3 minutes -grab 2 worms -damp paper towel BACKGROUND OBSERVATIONS # minutes

19 LAB: LIVE EARTHWORMS

20 LAB: LIVE EARTHWORMS

21 LAB: LIVE EARTHWORMS TEST 1 WET/DRY 10 minutes [ANSWER IV/DV, HYPOTH 1 st ]

22 LAB: LIVE EARTHWORMS TEST 2 LIGHT/DARK 10 minutes [ANSWER IV/DV, HYPOTH 1 st ]

23 LAB: LIVE EARTHWORMS TEST 1 WET/DRY 10 minutes [ANSWER IV/DV, HYPOTH 1 st ] TEST 2 LIGHT/DARK 10 minutes [ANSWER IV/DV, HYPOTH 1 st ] CLEAN-UP [10% of LAB GRADE] 2 minutes CONCLUSION / ANALYSIS QUESTIONS 5 minutes -complete STATEMENTS -DISCUSS as TEAM / write answer -When COMPLETED and READY TO REVIEW: TABLE SEAT CLASS WRAP UP 5 minutes 1-KEEP IN FRONT POCKET 2-CIRCLE level of understanding 3-COMPLETE OBJ 1,6-10 / LAB SAFETY DW

24 CLEAN-UP 1-PLACE worms up front in TRAY on FRON CART 2-DRY off lab station -PLACE a DRY paper towel on bottom of tray 3-PLACE hand lenses in TRAY 4-UNPLUG lamp cord [you do not need to coil up / let hang] 5-PLACE worm diagram next to TRAY 6-SPRAY and WIPE down lab stations [wash hands] 7-PUSH in STOOLS TABLE SPOT 8-FILE LAB in FRONT POCKET 9-ORGANIZE YOUR SCIENCE BINDER [see front board] 10-COMPLETE assigned DW [lab safety contract / OBJ]

25 EXIT CIRCLE-level of understanding of today s objective Q s / clarifications- EXIT-file