SCIENCE 8 WORKBOOK Section 1 Science Skills Ms. Jamieson 2018 This workbook belongs to:

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1 SCIENCE 8 WORKBOOK Section 1 Science Skills Ms. Jamieson 2018 This workbook belongs to: Eric Hamber Secondary 5025 Willow Street Vancouver, BC

2 Table of Contents Welcome to Science 8 - Course Outline and Expectations 1 Text Scavenger Hunt 3 A. Making Observations Observations and Inferences Notes.. 4 Is it an Observation or an Inference?... 5 The Boy in the Water (Observations and Inferences).. 6 Qualitative vs Quantitative. 7 Fact or Opinion?. 8 B. Identifying Variables Identifying Cause and Effect.. 9 Understanding Variables.. 10 Sorting Variable Names 12 Identify the Variables. 13 SpongeBob Squarepants Identifying Variables 14 Observations and Variabes Vocabulary 16 Test Your Observations and Variables Vocabulary 17 C. Designing Experiments Writing a Hypothesis. 18 Hypothesis Practice Controlled Experiments.. 21 SpongeBob Squarepants Controls and Variables. 22 Data Table Design 24 Practice Making Data Tables 25 Experimental Design Vocabulary.. 26 Test Your Experimental Design Vocabulary!. 27 D. Keeping Safe WHMIS Hazard Symbols.. 28 Map of the Safety Features of the Science Classroom 29 Safety Features of the Science Classroom.. 30 Lab Safety Rules and Their Reasons. 31 Safety Do s and Don ts.. 33 What is Wrong With This Picture? 34 SpongeBob Science Safety Rules 35 Science 8 Workbook Ms. Jamieson 2018

3 E. Analyzing Data Analyzing Your Data with Graphs. 36 How To Draw Bar Graphs and Line Graphs.. 37 Gathering Information From Bar Graphs 38 Drawing a Bar Graph Notes. 40 Instant Practice Drawng a Bar Graph. 41 Drawing a Double Bar Graph.. 43 Gathering information From Line Graphs.. 44 How to Draw a Line Graph Steps for Drawing a Line Graph. 48 Instant Practice Drawing a Line Graph. 49 Drawing a Line of best Fit.. 51 Practice Drawing Lines of Best Fit 52 Drawing Pie Graphs (Circle Graphs).. 53 Choosing the Right Graph. 54 How to Label Scientific Drawings. 56 Practice Labeling Drawings 57 F. Coming to a Conclusion Writing a Scientific Explanation Claim-Evidence-Reasoning Framework. 60 Tragedy in the Bathroom 61 Theories, Laws, Models and Hypotheses. 62 Vocabulary Practice: Theories vs Laws. 63 Using Models to Communicate.. 64 Analysis and Conclusion Vocabulary.. 66 Test Your Analysis and Conclusion Vocabulary.. 67 Scientific Method Crossword Puzzle.. 68 Science 8 Workbook Ms. Jamieson 2018

4 Welcome to Science 8! My name is Ms. Jamieson, and I m looking forward to a great year with all of you! We have many interesting things to learn about this year. I know that attending high school is a big change, and I m here to support you in any way I can. As well as studying the course content, we will also be learning about study strategies that can help you in science 8 and your other courses. I can be found in my classroom during break, lunch and after school most days...come and see me! I love to help, and together we can make sure you are successful! The text for this course is BC Science 8. Below is a rough outline of the course. The month in which we will study each unit is in parentheses. Term 1 Units Term 2 Units Term 3 Units Scientific Method & Safety(Sep) Waves and Light (Oct-Nov) Atomic theory (Dec) Kinetic Molecular Theory (Jan) Plate Tectonics (Feb-Mar) Cells (Apr) Bacteria and Viruses (May) Review (Jun) Evaluation For each unit, there will be vocabulary, warm-up activities, notes, activities, homework, quizzes/tests, projects, laboratory investigations, etc. in which students will demonstrate their mastery of the British Columbia Prescribed Learning Outcomes for Science 8. Below is a rough guide to marks breakdown each term: 50% Tests & Quizzes 30% In-class Activities 10% Assignments 10% Homework Supplies You will need the following supplies for this course. Please bring them with you to class and. Each student is expected to have the following items everyday in class: Textbook 3-ring Science Binder with lined paper Science 8 Workbook (available for $10) Agenda Blue or black ball point pens Pencils with erasers Highlighters Calculator NOTE: Students do not have to carry the textbook back and forth from home to school, an online version of the text will be available at: Science 8 Workbook Ms. Jamieson 2018

5 Expectations Be in class on time please arrive mentally prepared to work. Students are expected to be sitting in their assigned seats and quietly working on the warm-up activity when the bell rings. If you arrive late, you will miss any quizzes or warm-up activities, and any assignments or homework will be marked as late Eat and Drink outside of class time - water in reusable personal water bottles is ok Leave your phone alone - Any phone or media player used without permission will be confiscated. You will have to wait until the end of the day to retrieve it Hand all lab reports and assignments in on time o Assignments are due at the beginning of class. If you are late, any assignments due will be considered late. Late lab reports and assignments lose 10% per day o Late assignments will be accepted without penalty only when a student has a legitimate reason for missing a deadline, with a note from your parent/guardian o No lab reports or assignments will be accepted once marked work is returned Absences - It is your responsibility to identify assignments that need to be made-up. All class assignments and handouts are available to print out from the class website. See me to arrange to make-up any quizzes, tests, or lab activities. Assignments, homework and tests previously announced and due the day of the absence will be due the day the student returns to class Be prepared for each class, even if you have been absent o This includes being prepared for any exams and having assignments completed. o Class notes and homework are all posted online at Bring a note from your parent or guardian if you miss a class o Missed labs can usually not be made up. If you missed the lab due to an excused absence, you will be excused from the practical part of the lab. You will still be expected to complete the pre- and post-lab assignments, and take the post-lab quiz. Do Your Own Work - Please review the school policy on cheating and plagiarizing. o If you cheat during an exam, you will receive zero on that exam, an appointment with the viceprinciple, a phone call home, and a note in your permanent record o If you copy another student s work on a lab report or assignment, you will both receive a mark of zero on that lab report or assignment o If you plagiarize and copy large portions of text without acknowledging the source, you will receive zero for that project If you miss a test - due to a legitimate absence o You must bring a note from a parent/guardian, administrator or counsellor o You must write a make-up test after school If you wish to re-write a test o You may rewrite any test within one week of the test being returned o To be eligible to rewrite a test you must first attend a tutorial session after school and have a completed set of notes and handouts to show me o You must then write a make-up test after school on another day Note: make-up and rewrite tests usually involve more in-depth questions and more written answers Science 8 Workbook Ms. Jamieson 20184

6 BC SCIENCE 8 - Text Scavenger Hunt 1. What is a Key Idea? 2. How can the Key Ideas help you study? 3. Where can you find examples of the study tool called Foldables? 4. At the beginning of each section, there is a light brown shaded box containing text. What is the purpose of the shaded text? 5. Name four different margin features and describe what each one is about. a. b. c. d. 6. What is the purpose of the Reading Checks? 7. Activities have a green background. What are three different types of activities in this textbook? a. b. c. 8. If you needed information on how to make a graph, where would you look? 9. Where can you find the definitions for the bolded words in the text? 10. Before a unit test, what parts of the book could you use to review the concepts covered in the unit? 11. Scan through BC Science 8 to look for something you find interesting and did not know before you read it in this textbook. 12. Which chapter looks the most interesting to you? Why? Science 8 Workbook Ms. Jamieson

7 Observations and Inferences Science is a body of knowledge about the natura world, and also a method for acquiring new knowledge. One way scientists learn about our world is through observation, or the gathering of information through the five senses. While an observation is information you gather from your senses, an inference is a logical explanation for an observation you make. You make inferences based on the available evidence and your past experiences and prior knowledge. In science, inferences are made alongside observations. Observations and inferences allow us to describe and explain the world around us. Science 8 Workbook Ms. Jamieson

8 Is It an Observation or an Inference? Science 8 Workbook Ms. Jamieson

9 The Boy in the Water Science 8 Workbook Ms. Jamieson

10 Qualitative vs Quantitative There are two kinds of observations: qualitative observations use adjectives to describe what you observe. The water is cold is an example of a qualitative observation; quantitative observations use numbers to measure what you observe; for example, the water is 42 F. Quantitative observations can be accurately and objectively compared. In science experiments, both qualitative and quantitative observations are recorded. If it's difficult to quantify something, scientists find ways to turn qualitative observations into quantitative observations. Suppose you want to quantify this qualitative observation: Lemons taste sour. You could ask people to rate the "sourness" on a scale of 1 to 5. Now you can more easily compare a qualitative observation such as a lemon's sourness using numbers. This gives a quantitative result. Beside each statement, indicate whether it is a qualitative or quantitative observation The cup of tea was very hot The refrigerator cooled the orange juice by 18 C The chemical indicator turned the liquid pink The electric guitar was louder than the acoustic guitar The experiment required 50 ml of acid Water boils at 100 C The ball hit the ground at a high velocity The speed limit in a school zone is 30 km/h The solution was slightly acidic The solution had a ph of 5.2 when measured It took 6.0 min to travel to the store The car is faster than the truck Science 8 Workbook Ms. Jamieson

11 Fact or Opinion? Fact = A statement that is supported by available evidence, and can be proved to be true Opinion = A statement that expresses a belief, value or feeling, and cannot be proved or disproved Directions: Read each statement and then indicate whether it is a fact or an opinion. 1. The fastest land dwelling creature is the Cheetah 2. Michael Jordan has a career average of 30.4 points per game. 3. John A. MacDonald was the first Prime Minister of Canada 4. The ugliest sea creature is the wolf eel. 5. Michael Jordan is the greatest basketball player of all time. 6. There seems to be too much standardized testing in public schools. 7. Prison is one of the worst places on the planet. 8. It is wrong for people under the age of 21 to drink alcohol. 9. War and Peace was written by Leo Tolstoy. 10. Lord of the Rings: Return of the King won eleven Oscars (Academy Awards). 11. Oranges contain both calcium and vitamin C. 12. The television show The Simpsons is just not as funny as it used to be. 13. Diamonds are the hardest substance on Earth. 14. McDonalds sells more hamburgers than any other restaurant chain in the world. 15. Horse manure smells awful. 16. The price of gas has become too expensive. 17. Chicken has more protein than carrots. 18. The more money someone has the more successful they are. 19. Vegetarians are healthier than people who eat meat. 20. Cell phones emit radiation that may or may not cause brain cancer. 21. Popular music today is not as good as it was in the past. 22. People should not be allowed to talk on cell phones in a movie theater. 23. Drug dealers belong in prison. Science 8 Workbok Ms. Jamieson

12 Identifying Cause and Effect A cause-and-effect relationship, is a relationship in which one event (the cause) makes another event happen (the effect). Usually the effect follows the cause in time. There are many examples of cause-and-effect relationships in everyday life. Scientists must be careful not to infer a cause-and-effect relationship just because one event happens after another event. When one event occurs after another, you cannot infer a cause-and-effect relationship on the basis of that information alone. You also cannot conclude that one event caused another if there are alternative ways to explain the second event. A scientist must demonstrate through experimentation or continued observation that an event was truly caused by another event. EXAMPLE Suppose you have a few plants growing outside. When the weather starts getting colder, you bring one of the plants indoors. You notice that the plant you brought indoors is growing faster than the others are growing outside. What caused the increased plant growth? You might conclude that the change in temperature was the cause of the increased plant growth. However, there may be other reasons. Try to think of some alternative explanations for the observations. The outcome describes the results of your experiment. A factor is anything in an experiment that can influence the outcome. To determine which of these factors, if any, caused the indoor plant to grow faster than the outdoor plants, you would need to design and conduct a fair test. In a fair test all variables are controlled except for the one variable under investigation Science 8 Workbok Ms. Jamieson

13 Understanding Variables Malcolm used his grandmother s recipe to bake a loaf of bread. Unfortunately, Malcolm s bread collapsed while it was cooking. Snap! he thought, What could have gone wrong? What could Malcolm change the next time he makes the bread? Two examples are given for you. Varying Your Variables A factor is anything in an experiment that can influence its outcome. A variable is a factor in an experiment that can be changed. For example, because you can change the amount of salt in the bread recipe, the amount of salt is a variable. It is called the manipulated variable, because it is changed (manipulated) by the experimenter. Malcolm s grandmother suggested that he added too little flour or too much liquid. Therefore, Malcolm thought about changing one of the following three variables: the amount of water the amount of melted butter the amount of flour Science 8 Workbok Ms. Jamieson

14 In science class, Malcolm learned to change only one variable at a time. Why is that important? Malcolm tried reducing the amount of water to 1 cup. Thus, he made the amount of water the manipulated variable. What factors did Malcolm control? (Hint: There are several! Refer to the recipe.) As it happened, Malcolm chose the right variable to change. With less water, the bread came out perfect. He concluded that only 1 cup of water should be added. The outcome describes the results of your experiment. For instance, when you bake bread, the outcome is the quality of the loaf of bread. Because the outcome (in this case, the quality of bread) can change during the experiment, it is also considered a variable. It is called the responding variable, and is the factor that changes in response to a change in the manipulated variable. When doing experiments, scientists refer to a possible cause as a manipulated variable. A possible effect is referred to as a responding variable. Cause and effect are closely related. As a result, any change to the manipulated variable results in a corresponding change to the responding variable. EXAMPLE Henry and Eliza conducted an experiment using plant fertilizer. They added different amounts of fertilizer to seven pots of bean sprouts. The pots were the same size and had the same type and amount of soil. They were given the same amount of seeds, light, and water. To find out how the fertilizer affected the growth of the sprouts, Henry and Eliza calculated the average height of the bean sprouts in each pot. Here are the factors in their experiment: Manipulated variable: amount of fertilizer Controlled factors: size of pots, amount of light, amount of water, amount of soil, number of seeds Outcome or Responding variable: average height of bean sprouts Science 8 Workbok Ms. Jamieson

15 Sorting Variable Names The following are different names for the manipulated and responding variables. Sort them into two groups by writing each of the following names in one or the other of the two boxes below: Cause Dependent variable Effect Independent variable Input variable Measured variable Outcome Output variable Response Result Treatment Manipulated Variable Responding Variable Which is Which? The dependent variable depends on the independent variable, not the other way around. When trying to decide which variable in an experiment is independent and which is dependent, try plugging the two variable into the following sentence. Try one variable first in the sentence, and then try the other variable first. See which way makes more sense. In a sentence that makes sense, the first variable will be the dependent variable and the second variable will be the independent variable. depends on (this will be the dependent variable) (this will be the independent variable) Example: You have two variable - a child s age, and a child s height. Which one is the independent variable and which one is the dependent variable? Read the following two statements and decide which one makes more sense. Which variable depends on the other? a) A child s age depends on their height b) A child s height depends on their age Statement b) makes more sense. Therefore, a child s height is the dependent variable and a child s age is the independent variable. Science 8 Workbok Ms. Jamieson

16 Identify the Variables Identify the Independent (Manipuated) Variable (IV) and Dependent (Responding) Variable (DV) in each scenario Science 8 Workbok Ms. Jamieson

17 SpongeBob Squarepants Identifying Variables SpongeBob and his Bikini Bottom pals have been busy doing a little research. Read the description of each experiment and answer the questions. Squidward's Serenade Squidward thinks that if he serenades the customers at the Krusty Krab restaurant with his clarinet, it will bring in more customers. He convinces Mr. Krabs to let him try an experiment. He plays his clarinet for different amounts of time each hour, and records how many customers there are per hour. The results are recorded in the data table at right. Identify the following: 1. Independent variable = 2. Dependent variable = 3. What other variables might affect the results? CUSTOMER DATA TABLE Music per hour (in minutes) Number of customers SpongeBob's Jellyfish Observations SpongeBob has a hypothesis that the number of jellyfish changes with the depth of the water. In order to test his hypothesis, SpongeBob recorded the number of jellyfish he observed at different depths in the ocean. The results are in the data table at right. Identify the following: 1. Independent variable = 2. Dependent variable = 3. What other variables might affect the results? JELLYFISH DATA TABLE Depth of water (in meters) Number of jellyfish Science 8 Workbok Ms. Jamieson

18 Patrick's Bubble Experiment Patrick loves to blow bubbles! He has noticed that when he drinks Coral Cola, he gets gas and burps a lot. He has a hypothesis that this gas could help him blow bigger bubbles. He designs an experiment to test if drinking more Coral Cola increases the diameter of the bubbles he blows. The results are recorded in the data table at right. Identify the following: 1. Independent variable = 2. Dependent variable = 3. What other variables might affect the results? Mr. Krabs' Special Ingredient One of the secret ingredients in Mr. Krabs' crabby patties is 2 drops of Xtreme chili sauce. Mr. Krabs wonders if he put more chili sauce in his patties, would customers spend more money on drinks. He performs an experiment to test if increasing the amount of chili sauce in his crabby patties will result in customers buying more drinks. The results are recorded at right. Note: Mr. Krabs could not complete this experiment, because when he put more than 7 drops in a patty, his customers ended up in the hospital before they could order more drinks. BUBBLES DATA TABLE Number of glasses of Coral Cola Bubble diameter (in cm) DRINKS DATA TABLE Drops of Chili Sauce per patty Average number of drinks Identify the following: 1. Independent variable = 2. Dependent variable = 3. What other variables might affect the results? Science 8 Workbok Ms. Jamieson

19 Observations and Variables Vocabulary Fill in the definitions for the terms below. They can all be found in this workbook! Term 1. Cause and Effect Relationship 2. Dependent (Responding) Variable 3. Fact Definition 4. Factor 5. Fair Test 6. Independent (Manipulated) Variable 7. Inference 8. Observation 9. Opinion 10. Outcome 11. Qualitative 12. Quantitative 13. Science 14. Variable 15. Science 8 Workbok Ms. Jamieson

20 Test Your Observations and Variables Vocabulary! Write the letter of the correct definition for each of the terms below 1. Cause and Effect Relationship, 2. Dependent or Responding Variable, 3. Fact, 4. Factor, 5. Fair test, 6. Independent or Manipulated Variable, 7. Inference, 8. Observation, 9. Opinion, 10. Outcome, 11. Qualitative, 12. Quantitative, 13. Science, 14. Variable, A. a statement that expresses a belief, value or feeling, and cannot be proved or disproved B. observations that uses adjectives to describe what you observe C. a body of knowledge and also a method for acquiring new knowledge D. anything in an experiment that can influence its outcome E. an explanation for an observation you make F. observations that uses numbers to measure what you observe G. a statement that is supported by available evidence, and can be proved to be true H. the change that occurs as a result of the experiment (the effect); in an experiment, the factor that changes in response to a change in the manipulated variable I. an experiment in which all variables are controlled except for the one variable under investigation J. the variable that the scientist changes during an experiment (the cause); in an experiment, a factor that is selected or adjusted to see what effect the change will have on the responding variable K. the results of your experiment M. a relationship in which one event (the cause) makes another event happen (the effect). N. a factor in an experiment that can be changed; a factor that can influence the outcome of an experiment O. the gathering of information through the five senses Science 8 Workbok Ms. Jamieson

21 Writing a Hypothesis A prediction is an expectation of what will happen in an experiment. It is a description of a cause and effect relationship. A prediction is based on a hypothesis. A hypothesis is a tentative explanation of an observed phenomenon in nature. It explains the reason for a cause and effect relationship. It must be testable. A formal predictive hypothesis contains both a prediction and a hypothesis If (describe the cause - what you will change in the experiment) Prediction { then (predict the effect - what you will observe happen because of the change you made) Hypothesis { because (explain the reason - why this cause and effect relationship exists) What to Do Fill in the blanks in the chart so that the relationship between the cause and effect (or manipulated and responding variables) is clear. Science 8 Workbok Ms. Jamieson

22 Hypothesis Practice For each statement below write a predictive hypothesis, and then underline the independent variable once, and the dependent variable twice. Example: increased sleep may cause higher grades Hypothesis: If the amount of sleep is increased, then the grade percent will increase, because sleep allows students to be alert and focused in class. 1. Chocolate may cause pimples. 2. Plant growth may be affected by the amount of sunlight. 3. Bacterial growth may be affected by temperature. 4. Ultraviolet light may cause skin cancer. Science 8 Workbok Ms. Jamieson

23 5. Birds with longer wings may fly faster than birds with shorter wings. 6. Apples may be sweeter from a tree that is watered regularly. 7. Salt in soil may affect plant growth. 8. T.V. time affects the reading scores of fourth graders. 9. Wing length affects the distance a paper plane flies. 10. Temperature may cause leaves to change colour. Science 8 Workbok Ms. Jamieson

24 Controlled Experiments A controlled experiment is an experiment that tests only one factor at a time, comparing a control group with an experimental group. EXPERIMENTAL GROUP AND CONTROL GROUP 1. The experimental group is a group that undergoes a treatment where one variable (the manipulated or independent variable) is changed. You should include as many trials as possible in the experimental group in order to obtain reliable results. 2. The control group (or control) is the same as the experimental group in every way possible, except that it does not undergo the treatment. All other groups are compared to this. Hypothesis If the amount of fertilizer in lake water is increased, then the amount of algae that grows will also increase, because fertilizers provide nutrients that algae need to grow. VARIABLES AND CONSTANTS In a controlled experiment, a variable is any factor that can change. Constants are the factors that are kept the same in both the experimental group and the control group. Science 8 Workbok Ms. Jamieson

25 SpongeBob Squarepants - Controls and Variables SpongeBob and his Bikini Bottom pals have been busy doing more research. Read the description of each experiment and answer the questions. Patty Power Mr. Krabbs wants to make Bikini Bottoms a nicer place to live. He has created a new sauce that he thinks will reduce the production of body gas associated with eating crabby patties from the Krusty Krab. He recruits 100 customers with a history of gas problems. He has 50 of them (Group A) eat crabby patties with the new sauce. The other 50 (Group B) eat crabby patties with sauce that looks just like new sauce but is really just mixture of mayonnaise and food coloring. Both groups were told that they were getting the sauce that would reduce gas production. Two hours after eating the crabby patties, 30 customers in group A reported having fewer gas problems and 8 customers in group B reported having fewer gas problems. 1. Which people are in the control group? 2. What is the independent variable? 3. What is the dependent variable? 4. What should Mr. Krabs conclusion be? 5. Why do you think 8 people in group B reported feeling better? Slimotosis Sponge Bob notices that his pal Gary is suffering from slimotosis, which occurs when the shell develops a nasty slime and gives off a horrible odor. His friend Patrick tells him that rubbing seaweed on the shell is the perfect cure, while Sandy says that drinking Dr. Kelp will be a better cure. Sponge Bob decides to test this cure by rubbing Gary with seaweed for 1 week and having him drink Dr. Kelp. After a week of treatment, the slime is gone and Gary s shell smells better. 1. What was the initial observation? 2. What is the independent variable? 3. What is the dependent variable? 4. What should Sponge Bob s conclusion be? Science 8 Workbok Ms. Jamieson

26 Marshmallow Muscles Larry was told that a certain muscle cream was the newest best thing on the market and claims to double a person s muscle power when used as part of a muscle-building workout. Interested in this product, he buys the special muscle cream and recruits Patrick and SpongeBob to help him with an experiment. Larry develops a special marshmallow weight-lifting program for Patrick and SpongeBob. He meets with them once every day for a period of 2 weeks and keeps track of their results. Before each session Patrick s arms and back are lathered in the muscle cream, while Sponge Bob s arms and back are lathered with the regular lotion. 1. Which person is in the control group? 2. What is the independent variable? 3. What is the dependent variable? 4. What should Larry s conclusion be? Microwave Miracle Patrick believes that fish that eat food exposed to microwaves will become smarter and would be able to swim through a maze faster. He decides to perform an experiment by placing fish food in a microwave for 20 seconds. He has the fish swim through a maze and records the time it takes for each one to make it to the end. He feeds the special food to 10 fish and gives regular food to 10 others. After 1 week, he has the fish swim through the maze again and records the times for each. 1. What was Patrick s hypothesis? 2. Which fish are in the control group? 3. What is the independent variable? 4. What is the dependent variable? 5. Look at the results in the charts. What should Patrick s conclusion be? Science 8 Workbok Ms. Jamieson

27 Data Table Design To design and make a proper data table, you must first fully understand the data you will be collecting. Begin by identifying the following: a. Manipulated (Independent) Variable (and the levels you will be testing) b. Responding (Dependent) Variable (including the units that you will be measuring) Now you are ready to construct your data table! Always sketch a rough draft of your data table first and include all appropriate units. Follow these steps to make a data table: 1. Make a table containing vertical columns for a. the Manipulated Variable on the left b. the Responding Variable on the right 2. Use a ruler! Check - are the cells of your table large enough? 3. Give the data table a title ( The Effect of M.V. on. R.V. ) 4. Under the M.V. column, list the levels (or treatments) in rows from the smallest level (the control group) to the largest. 5. Record all data values and calculations in the appropriate locations! Data Table Checklist Is there a title? Is the title clear and does it reflect the purpose of the data table? (the effect of M.V. on R.V.) Is the manipulated variable in the left column? Is the manipulated variable named? Is the manipulated variable unit included, if appropriate? Is there a row for each level of the manipulated variable? Is the control level identified? Is there at least one column for the responding variable? If there is more than one trial, is there a column for each trial, and a column for the average? Is the responding variable named? Is the responding variable unit included, if appropriate? Science 8 Workbok Ms. Jamieson

28 Practice Making Data Tables For each example, identify the Manipulated (Independent) Variable and the Responding (Dependent) Variable and create a data table to organize the information. Draw the data table in the space provided. Remember to follow all the guidelines for making data tables. 1. Allison wanted to find out if the color of soda affected whether her friends would choose a particular one. She collected the following data: Title: Does affect? Orange Soda 5 friends Yellow Soda 7 friends Green Soda 2 friends Clear Soda 1 friend Brown Soda 15 friends Independent Variable: Dependent Variable: 2. Isaac wanted to know if the number of homework assignment completed in a science class affected a student s science grade. He collected the following data: Title: Does affect? 25 assignments completed = 95% 21 assignments completed = 89% 8 assignments completed = 50% 17 assignments completed = 75% 15 assignments completed = 65% Independent Variable: Dependent Variable: Science 8 Workbok Ms. Jamieson

29 Experimental Design Vocabulary Fill in the definitions for the terms below. They can all be found in this workbook! Term 1. Constant Definition 2. Control Group 3. Controlled Experiment 4. Data 5. Data Table 6. Experimental Group 7. Hypothesis 8. Prediction 9. Results 10. Trial 11. Science 8 Workbok Ms. Jamieson

30 Test Your Experimental Design Vocabulary! Write the letter of the correct definition for each of the terms below 1. Constant 2. Control Group 3. Controlled Experiment 4. Data 5. Data Table 6. Experimental Group 7. Hypothesis 8. Prediction 9. Results 10. Trial A. a group that is maintained under normal conditions and does not undergo the treatment - all other groups are compared to this B. information collected during an experiment C. an experiment that tests only one factor at a time, comparing a control group with an experimental group D. another name for the dependent or responding variable E. an organized chart to record and keep data from an experiment F. a tentative and testable statement used to explain some observed phenomenon in nature G. an expectation of what will happen in an experiment. It is a description of a cause and effect relationship. H. one of a number of repetitions of an experiment I. B. any factor that is kept the same in both the experimental group and the control group J. a group that undergoes a treatment where one variable (the manipulated or independent variable) is changed What s the Difference? For each of the pairs of terms below, explain what the difference is between them 1. Fair Test and Controlled Experiment: 2. Hypothesis and Prediction: Science 8 Workbok Ms. Jamieson

31 WHMIS Hazard Symbols Symbol The symbol means Which means that the material And that you should POISONOUS MATERIAL COMPRESSED GAS CORROSIVE MATERIAL DANGEROUSLY REACTIVE MATERIAL COMBUSTIBLE and FLAMMABLE MATERLA OTHER TOXIC EFFECTS OXIDIZING MATERIAL BIOHAZARDOUS INFECTIOUS MATERIAL Science 8 Workbok Ms. Jamieson

32 Map of the Safety Features of the Science Classroom Use icons to make a neatly labelled map of the safety features in the science classroom. Icon Safety Feature Sharps bucket Fire Blanket First Aid Kit Spill Control Kit Emergency Shower Eyewash Fire Extinguisher Fire Alarm Pulls (2) Main Gas Shutoff Valve Room Sign for Evacuations Sinks (5) Fire Exit Phone Broom and Dustpan Gas Valves (5) Science 8 Workbok Ms. Jamieson

33 Safety Features of the Science Classroom Name of Feature When to Use How to Use Science 8 Workbok Ms. Jamieson

34 Lab Safety Rules and their Reasons Laboratory safety is about common sense. For your personal safety and that of your classmates, follow these rules and understand the reasons behind them. IF IN DOUBT, ASK YOUR TEACHER! RULES 1. Perform laboratory work only when your teacher is present. No unauthorized "experiments." REASONS 2. Pay attention to what you are doing at all times! Always read and think about each experiment before starting. 3. Work quietly while in the laboratory. Do not fool around, run around, or chase other people. NO PUSHING! 4. Wear protective glasses or goggles for all laboratory work. 5. Tie back loose hair and tuck in any loose clothing. Roll up sleeves. 6. Clear your bench of all unnecessary materials such as books and clothing before starting your work. Keep bench clear. 7. You may have to transfer some chemicals from a common bottle to your own test tube or beaker. DO NOT return any excess chemical to its original container. 8. Always label your containers! Check chemical labels twice to make sure you have the correct substance. 9. Do not bring drinks, food, gum or candy into the laboratory. Science 8 Workbok Ms. Jamieson

35 10. Never taste laboratory materials. 11. Do not place your nose at the opening of the container. If you have to smell something, waft some of the vapor toward your nose. 12. A heated test tube is like a loaded gun. Never look directly into a test tube; view the contents from the side. Never point the open end of a test tube toward anyone. 13. Clean up all spills immediately. In case of a large spill on the floor, use the 2-Person Rule. (One person guards the spill while the other gets clean-up equipment) 14. Do not clean up broken glass yourself! Report it to your teacher immediately. If there's glass on the floor, Use the 2-Person Rule and go and get your teacher. 15. Do not use chipped or broken glassware. Put all chipped and broken glassware in the "sharps" bucket. 16. If you spill chemicals on your skin or clothing, rinse the area with plenty of water. If you get chemicals in your eyes, rinse your eyes immediately for 15 minutes. 17. Report all injuries to your teacher, no matter how small. 18. Don't touch your eyes or your mouth during a lab. 19. When finished, return all equipment and chemicals to their proper locations. When discarding used chemicals, follow the teacher's instructions. 20. Before leaving the laboratory, clean off your desk and wash your hands! Science 8 Workbok Ms. Jamieson

36 Science 8 Workbok Ms. Jamieson

37 Label the picture with the numbers of the unsafe situations Science 8 Workbok Ms. Jamieson

38 SpongeBob Science Safety Rules Science 8 Workbok Ms. Jamieson

39 Analyzing Your Data with Graphs Analysis is a study of the data, looking for patterns, errors and meaning. When you collect raw data, patterns are often camouflaged as random numbers. Part of conducting a successful experiment is analyzing your data to find any hidden patterns. One of the best ways to identify a pattern is to draw a graph. A graph turns random data into a pattern that gives specific information. Examine the following table and graph: 1. Both of these figures display the same information but in different ways. Which figure is easier to understand? Explain why you think so. 2. If you need to get specific data, such as the exact number of students who earned a B, which figure would you use? Explain your answer. Science 8 Workbok Ms. Jamieson

40 How to Draw Bar Graphs and Line Graphs Bar and Line Graphs First, set up your graphs with an x-axis and a y-axis. The x-axis is horizontal, and the y-axis is vertical as shown in the example at right. The axes represent different variables in an experiment. The x-axis represents the independent variable. The independent variable is the variable whose values are chosen by the experimenter. For example, in the bar graph below, the range of grades is the independent variable. The y-axis represents the dependent variable. The values for the dependent variable are determined by the independent variable. If you are grouping students by grades, the number of students in each group depends on the grade they get. Next choose a scale for each of the axes. Select evenly spaced intervals that include all of your data, as shown on the gradedistribution bar graph. When you label the axes, be sure to write the appropriate units where they apply. Next, plot your data on the graph. Make sure you double-check your numbers to ensure accuracy. Finally, give your graph a title. A title tells the reader what he or she is studying. A good title should explain the relationship between the variables. Now your graph is complete! Science 8 Workbok Ms. Jamieson

41 Gathering Information From Bar Graphs A bar graph is useful for comparing facts. The bars provide a visual display for comparing quantities in different categories. Bar graphs help us to see relationships quickly. Example: A survey of the amount of sugar in certain food. The table below shows the results of this survey: The amount of sugar in 7 different foods was measured as a percent. The data is summarized in the bar graph below. Amount of Sugar in Different Foods Food Percent Sugar Ketchup 8.8 Peanut Butter 9.2 Chocolate Bar 33.2 Ice Cream 21.4 Chocolate Cake 30.3 Pop 28.9 Crackers 11.8 Note that since the data in this table is not changing over time, a line graph would not be a good way to visually display this data. Each quantity listed in the table corresponds to a particular category. Accordingly, the data from the table above has been displayed in the bar graph below. Science 8 Workbok Ms. Jamieson

42 Each part of a bar graph has a purpose: title The title tells us what the graph is about. labels The labels tell us what kinds of facts are listed. bars The bars show the facts. grid lines Grid lines are used to create the scale. categories Each bar shows a quantity for a particular category. Now that we have identified the parts of a bar graph, we can answer some questions about the graph: QUESTION 1. What is the title of this bar graph? 2. What is the range of values on the (vertical) scale? 3. What unit of scale is used to display the percentage of sugar? 4. How many categories are in the graph? 5. Which food had the highest percentage of sugar? 6. Which food had the lowest percentage of sugar? 7. What is the difference in percentage of sugar between ice cream and crackers? Science 8 Workbok Ms. Jamieson

43 Drawing a Bar Graph Science 8 Workbok Ms. Jamieson

44 Instant Practice Drawing a Bar Graph Bar Graph Checklist Is there a title? Is the title clear and does it reflect the purpose of the graph? (The effect of x on y) Is the independent variable on the x-axis? Is the x-axis labelled? Is the independent variable unit included, if appropriate? Is the dependent variable on the y-axis? Is the y-axis labelled? Is the dependent variable unit included, if appropriate? Does the graph take up most of the page? Science 8 Workbok Ms. Jamieson

45 Name: Science 8 Workbok Ms. Jamieson

46 Drawing a Double Bar Graph Science 8 Workbok Ms. Jamieson

47 Gathering Information From Line Graphs Science 8 Workbok Ms. Jamieson

48 Science 8 Workbok Ms. Jamieson

49 How to Draw a Line Graph Graphs are one of the most important tools available to scientists to display data. They are: 1. Easy to interpret 2. Display a large amount of information in a small (ish) space 3. Easy to draw! 4. Worth lots of marks in coursework and in exams (typically 4-8marks) o Common Mistakes, and how to avoid them At least half the marks for any graph question are awarded for presenting your graph according to standard conventions; this is before the actual content has even been assessed. Always follow the 5 Graph Rules: 1. Draw your graph in pencil with a ruler (the line of best fit does not always need a ruler) 2. Use all of the graph paper (do not draw a tiny graph in the corner of the paper) 3. Label your axes 4. Always give units 5. Do not play dot-to-dot with the data points! Draw a line of best fit. Taking a closer look at the graph above - this person has broken three of the five rules. Even if all their data points are correctly plotted, they have already thrown away half the marks! Science 8 Workbok Ms. Jamieson

50 If you have ticked off each of the Rules, you are half way to achieving a good overall mark for this particular graph. But now it is time to pick up question-specific marks Give your graph a descriptive title. E.g.: A Graph to show the effect of x on y 2. Ensure you have put your graph the right way around. Your x axis should always show the independent variable - this is the variable you are changing. Your y axis should always plot the dependent variable - this is the variable you are measuring. 3. Plot your data carefully, along the corridor and up the stairs. Mark your data point with a small x. You may also circle your data point so it does not get lost if the line passes through it. 4. If you are plotting multiple data sets on one graph (sometimes a prerequisite for the highest marks) then use different shapes for the points to distinguish between data sets, and then WRITE OUT A KEY/LEGEND! (Do not rely on colour to distinguish between data sets). 5. Do not play dot-to-dot. I know I have stated this before, but I so often see jagged connected lines on graphs from my students. Only very rarely are data points connected in this way. More often, we are seeking the trend or pattern that our results show, for that we need to DRAW A LINE OF BEST FIT. This line passes through or near as many data points as possible. A good rule of thumb is to try to have equal numbers of points above and below the line. The line can either be straight, or a smooth curve. Look for the pattern to decide which is most appropriate. 7. TIP FOR THE TOP: circle your anomalous results (any outliers that do not fit your trend) and label them in your key/legend. This will net you extra points for a few seconds of extra work. A near-perfect graph! Following all of the rules. Beautiful. Science 8 Workbok Ms. Jamieson

51 Steps for Drawing a Line Graph Science 8 Workbok Ms. Jamieson

52 Instant Practice Drawing a Line Graph Line Graph Checklist Is there a title? Is the title clear and does it reflect the purpose of the graph? (The effect of x on y) Is the independent variable on the x-axis? Is the x-axis labelled? Is the independent variable unit included, if appropriate? Is the dependent variable on the y-axis? Is the y-axis labelled? Is the dependent variable unit included, if appropriate? Does the graph take up most of the page? Is a line of best fit used, if appropriate? Science 8 Workbok Ms. Jamieson

53 Name: Science 8 Workbok Ms. Jamieson

54 Drawing a Line of Best Fit A Line of Best Fit (also known as a trend line ) is a line on a graph showing the general direction that a group of points seem to follow. It shows how the two sets of data behave in relation to one another. In general, we fit lines to data when we want to use them for predictive purposes or to determine the general trend of the data. A best-fit line enables you to recognize relationships among variables or to predict the behavior of a system. We want to know if there is a relationship between the amount of nitrogen in the water and the intensity of an algal bloom, or we wish to know the relationship of one chemical component of a rock to another. For predictive purposes, we might prefer to know how often an earthquake is likely to occur on a particular fault or the possibility of a very large flood on a given river. All of these applications use lines of best fit. The Spaghetti Method for Drawing a Line of Best Fit Answer 1. Begin by plotting all your data on graph paper. Examine the data and determine the visual trend of data. Does it look like a line? A blob? Does x increase as y increases? Try to visualize approximately where the trend should be 2. Using a strand of spaghetti, position the spaghetti so that the plotted points are as close to the strand as possible, and the points are evenly distributed on either side of the line. 3. Congratulations! You have drawn a line of best fit! You can now use this line to understand better the relationship between the independent variable and the dependent variable, and make predictions of how changes in the independent variable will affect the dependent variable. Science 8 Workbok Ms. Jamieson

55 Practice Drawing Lines of Best Fit Draw a Line of Best Fit for the graphs below Graph 1: Plate Motion Graph 2: Glacial Retreat Science 8 Workbok Ms. Jamieson

56 Drawing Pie Charts (Circle Graphs) Pie Chart (or Circle Graph) is a special chart that uses "pie slices" to show relative sizes of data. Science 8 Workbok Ms. Jamieson

57 Choosing the Right Graph Data tables provide an organized way of viewing information, and graphs are pictures of the information in a data table. Sometimes it is faster and easier to interpret data by looking at a graph. It is important to choose the type of graph that best illustrates your data. The following table summarizes the best uses for three of the most common graphs: Popularity of Different types of Movies Bar graphs are useful for comparing different categories of data on the same chart. For example, if you want to show the how many students like different types of movies best. The Effect of Month on Bathing Suit Sales Line graphs are useful when looking at how one variable is changed by another, such as the effect of temperature on plant growth, or the effect of month on the number of bathing suits sold. Science 8 Workbok Ms. Jamieson

58 Science 8 Workbok Ms. Jamieson

59 How to Label Scientific Drawings 1. Use pencil. 2. Use unlined paper unless otherwise instructed. 3. CENTER your drawing in the middle of the page. 4. Try to represent what you are viewing accurately. You may not be able to draw every detail, but what you do draw should be an accurate representation of the object. 5. DO NOT make a "rough copy" of your work and attempt to finish it at home. Make your final copy while you have your specimen in front of you. 6. Draw only what YOU SEE YOURSELF. NEVER COPY a drawing from another student or book! 7. Use a ruler to draw lines and underline. 8. Give each drawing a title 9. Put the title above the drawing and underline it. 10. Print your labels, using CAPITOL letters 11. Put your labels on the right or left side of the drawing, NOT inside the drawing, and not above or under the centre 12. DO NOT use arrows in your labelling lines. 13. Try not to cross labelling lines 14. Identify colours (or colour your drawings realistically). Sample of a labelled scientific drawing Science 8 Workbok Ms. Jamieson

60 Practice Labelling Drawings Below is a diagram of a human cheek cell. The following organelles are visible: cytoplasm (A), cell membrane (B), nucleus (C), nucleolus (D), vacuole (E), mitochondria (F), nuclear membrane (G), vesicles (H). B A G C D H H F F E F Checklist for Labelling Scientific Drawings The drawing is in pencil The title is printed in CAPITOL letters, and centered above the drawing. The title is underlined with a ruler. The drawing is done very neatly and very carefully. You have drawn only what you have personally seen when looking through the microscope. All identifiable parts have been labeled. Lines are drawn, using a ruler, connecting the name of the part to the part on the diagram. No arrows are used. The names of the parts are printed on the left or the right side of the drawing, evenly lined up. There is no labeling in the middle of the drawing. When drawing lines, lines that are not horizontal bend to become horizontal, just before the printed name. The parts are labelled in CAPITAL letters. The names of the parts are NOT underlined or written on the lines. The names of the parts are all horizontally written (never at an angle). Colours are either coloured in, or they are printed, in small letters, in brackets, underneath the name of the part. Accurate and descriptive colours are chosen. Science 8 Workbok Ms. Jamieson

61 Writing a Scientific Explanation Imagine a scientist telling you that Shampoo X is better for you hair than Shampoo Y. What are some things that you would want to know about the scientist s investigation before you made your decision about whether to buy Shampoo X or Shampoo Y? Explain below. Just saying one is better than another is not useful in helping you choose which shampoo to buy. You might ask questions such as: How did you figure out that Shampoo X is better? What evidence do you have? In what way is Shampoo X better? Does it matter how often you use it? You might ask these questions because the answers would help you to decide if you agree or disagree with the scientist. The answers would also help you decide if Shampoo X is better that Shampoo Y or not. Scientific explanations are one way to communicate your ideas so that people can determine if they agree with your claims, and so they can make informed choices based on the explanation. What are the parts of a scientific explanation? A useful scientific explanation is not just a simple answer. A useful explanation includes a claim, evidence to support the claim, and reasoning that describes how the evidence supports the claim. The following are the parts of a good scientific explanation. 1. Claim: A claim is a statement that answers the original question. It is usually one sentence in length. It must be specific and answer the question completely. If an investigation has independent and dependent variables, the claim describes the relationship between them. In the shampoo example, the question might have been: Which shampoo is better for protecting hair from the sun, Shampoo X or Shampoo Y? The scientist s claim in this example may be: Shampoo X is better for you than Shampoo Y. The claim would be better if it also included HOW Shampoo X is better. For example: Shampoo X is better than Shampoo Y at protecting hair from the sun damage. Science 8 Workbok Ms. Jamieson

62 1. Evidence: Data from an experiment become evidence when you use it to support a claim you have made. A claim is convincing to someone else only when there is strong evidence to support it. For example, if tests show that Shampoo X contains an ingredient that is also found in sunscreen, but Shampoo Y does not contain that ingredient, that could be one piece of evidence for the scientist s claim. 2. Reasoning: Reasoning shows why the data count as evidence to support the claim. Reasoning includes the important scientific principles, what people know in science that can help to explain findings. For example, the scientist in the shampoo case should explain what is already known about the importance of sunscreen. Anyone can make a claim, but a good scientific explanation includes the evidence and reasoning that show the claim to be true. When you write an explanation, remember to always include a claim, 2 pieces of evidence and reasoning in your paragraph. Now, practice writing an explanation below. Write a scientific explanation answering the following question: Which meal will provide you with the most health benefits, potato chips or a vegetable salad? What is your claim? What are 2 pieces of evidence? What scientific principles can you tie your evidence to? Science 8 Workbok Ms. Jamieson

63 Claim-Evidence-Reasoning Framework Marking Criteria Science 8 Workbok Ms. Jamieson

64 C.E.R. - Tragedy in the Bathroom Natalie Gordon called the doctor and said, My husband had a fall and he s lying unconscious on the bathroom floor. I think he must have been taking a shower and slipped on a bar of soap. I did not move him. I threw a blanket over him and called you immediately. When the doctor arrived, he saw the scene as depicted and pronounced Frank Gordon dead as the result of a fracture at the rear of his skull. Was Natalie telling the truth? (Did Frank slip on a bar of soap and fall to his death?) Evidence Describe the data that supports your claim Reasoning Explain how the evidence supports your claim Claim State your position on the issue Science 8 Workbok Ms. Jamieson