Science
William Wirt Middle School
Scholars Summer Instructional Packet
Available at http://wwwl.pgcps.org/williamwirt
I
I Student’s Name
Summer 2010
Compiled by Dormetta Briscoe, Science Department Chair; dormetta.briscoe~,pgcps.org
Prentice Christian, Principal
Prince George’s County Public Schools
301-985-1720
Note to Scholar
This sunnner packet was compiled to reinforce skills and processes required for scientific
investigations. These concepts are taught in detail during sixth grade Science and
reviewed in seventh and eighth grade Science classes. The information provided in this
packet will be used for review purposes in preparation for the upcoming school year.
It is imperative that you complete all the activities in this packet using the provided
instructions, reading selections, and rubrics. Your Science teacher in the upcoming
school year will collect your packets, and you will receive a grade aceording to your
performance. Please refer to the scoring rubric.
Standards:
1.0 Skills and Processes
A. Constructing Knowledge
1. Design and carry out simple investigations and formulate appropriate
conclusions based on data obtained.
c. Explain and provide examples that hypotheses are valuable.
e. Explain that if more than one variable changes at the same time in an
investigation, the outcome of the investigation may not be clearly
attributable to any one of the variables.
g. Give reasons for the importance of waiting until an investigation has been
repeated many times before accepting the results as correct.
B. Applying Evidence and Reasoning
1. Revie~v data from a simple experiment, summarize the data, and
construct a logical argument about the cause-effect relationships in
the experiment.
a. Verify the idea that there is no fixed set of steps all scientists follow;
scientific investigations usually involve the collection of relevant
evidence, the use of togical reasoning, and the application of imaginatiun
in devising hypotheses and explanations to make sense of the collected
evidence.
b. Explain that what people e~pect to observe often affects what they
actually do observe and that scientists know about this danger to
objectivity and take steps to try to avoid it when design~g
investigations and examining data.
d. Describe the role of logic in developing arguments to interpret and draw
conclusions from data.
e. Question elaims based on vague statements or on statements made by
people outside their area of expertise.
C. Communicate Scientific Information
1. Develop explanations that explicitly link data from investigations
conducted, selected readings and, when appropriate, contributions
from historical discoveries.
d. Criticize the reasoning in arguments in which
- Fact and opinion are intermingled,
* Conclusions do not follow logically from the evidence given.
o No mention is made of whether the control g~oups are very much like the
experinaental group.
o Samples are too small, biased, or not representative.
Activities
4
(100-90)
3
(89-80)
2
(79-70)
1
0
(60 ~)
Not
Completed
Scientific Inquiry and Technology
Flow Chart: Scientific Method
Worksheet: Bi!dni Bottom Experiments
Worksheet: Controls and VariabIes-Part 1
Puzzle: Scientific Method Review
Doing Science Safely
Worksheet: Science Safety Rules
Independent £nvestigations (~e~ attached
rubric)
Total Score:
(To calculate the total score, add the score for each activity from the gradiJag rubric.)
Total Score
29-32
24-28
16-23
Grade
18-15
0-17
D
A
B
C
E
Scientific Inquiry
and Technotogy
1-1 characteristics of Science
What skills and attitudes do scientists use to
learn about the world?
What is scientifi~ inquiry?
How do scientific theories differ from scientific
laws?
¯ science - scientific inquiry -. hypothesis
¯ manipulated variable ¯ responding variable
¯ data ¯ scient!fic theory ¯ scientific law
Science Science is a way of learning about the natdral world.
Science also includes all the knowledge gained from exploring the nat-~ scienc~
urai world, g~r Scientists use ~kills such as observ’mg, inferring, and
predicting to learn more about the world. Scientists possess certain
aU:itudes that help them in ttiei~ work. Scientific attitudes include
cttriosity, honesty, open-mindedness, skepticism, and creativi~..
Obser~mg mea~s ttsing one or more of your senses to gather
formation. Observations can be either quantitative or .qualitative. scientific inquiry
Quantitative observati~us deal with a number, or an amotm{. "The
temperature is 10 degrees Celsius" is a quantitative observafiofi.
Qualitative observations deal with descriptions that cannot be expressed in numbers. ~’The solution is doud~’ is a qualitative observation. When you 9xplain qr interpret the things you observe, you are
making an inference. Predicting means making a forecast of what will
hypothesis
happen based on past experience or evidence.
Scientific Inquiry Scientific inqtfiry is the method scientists use
to study the uatural world. It begins with foi-min~ questions about
observation or a problem and suggesting answers. ~ Scientific
inqtfiry refers to the manyways in which scientists study the natural
world and propose explanations based on evidence they gather.
A hypothes~s is apossible explanation for a set of observations0 or a
proposed answer to a sdentific question. A hypothesis must be testable.
_This means that researchers must be able to carry.out inv~sfigatious and
gather evideffce that will either support or fat to support the hypothesis. An example of a hypgthesis is, "studying improves test ~cores."
© Pearson Education, Inc., publishing as Pearson Prentice Hall. All rights rese~ed.
. Variables A scientist designs a~ ex@eriment to test a laypothesis.
; All of the factors that can change in an experinaent are called variables.
A variable that is purposely cla~aged to test a hypothesis is called the manipfilated variable__
mKaipulated variable. For example, to test the hypothesis about
studying, the manipulated variable is the time spent stadying, A factor
that may chan~e i~, response to the manipulated variable is ca]ied the
responding variable. The responding variable in the studying investigation is the test ;cores. Sgient!sts try to t~ave 0r~y one manipulated
variable in an experiment. An experiment in which only one variable~espdnding variable__
is nianipulated at a time is called a controlled experhnent..
A controlled experiment produces good scientific data. Data are
facts, figures, ~md ~)ther evidence gatherdd throngla observations; After
gathering aiad interpreting data, a scientis~ draws conclusions about
th9 hypothesis. The result8 of the investigatiqn may show that the
hypothesis needs to be revised. A scientist cormmunicates the results of data
" the experhnent, to other scientists through writing and speaking.
Theories and Laws A scientific theory is a we!l-tgsted e)cplanation for a wide range of observations or experimental results. Atomic
theory is one exampie. Future.testing may prove a theory incorrect. A
¯ sciehlific law is a statement that describes what scientists expect to
happ.en every time reader a partfculax set of conditions. ~ U~fid&e a scientific theory
-’ scientifig theory, a scientific law describes an observed pattern in
natttre without attempting to efcplain it. The laws of motion, for
example, describe the behavior o,f all moving objects.
Section 1-1 Assessment
, 1. Applying Explain why a scientist should be ~keptical about t~s
company’s clara: "Ot}r skateboards can go faster than any.other
skateboard can:’
2. Inferring Why is it importgnt that scientific inqui~ includes
many ways to study the ~vorld instead of just one way?
0 Pearson Education, lnc, publishing as Pearson Prentice Hall. All rights reserved.
scientific law
Scientific ~letho d
Kead "WTaat is the scientific method, then complete the flowchav[ on ~e next page.
What is the scientific method?
The scientific method is a process that is used to fred answers to questions about
the world around us. There are several versions of the scientific method. Some versions
have more steps, while others may have only a few. However, they all begin with the
identification of a problem or a question to be answered based on observafions of the
world around us and provide an organized method for conducling a~d analyzing an
experiment.
Identify the Problem
What do you want to know or explain? Use observations you have made to write
a question that addresses the problem or topic you want to investigate.
¯
Form a Hypothesis
What do you think will happen? A hypothesis is all educated guess based on
observations and your knowledge of the topic. Predict the answer to your
questions or the outcome of the experiment.
Create an Experiment
How will you test your hypothesis? Develop a procedure for a reliable experiment
omd address safety rtlles.
Perform an Experiment
Follow the steps in your procedure to perform your experiment. Record data and
observations!
Analyz~ Data
Is the data reliable? Data is information gathered during an experiment. Does
your data and observations from the experiment support your hypothesis?
Is your data inaccurate or is
the experin]ent flawed?
Yes
Modify the Experiment
Rewrite your procedure to address the
flaws in the original experiment.
Commtmicate the Results
Write a conclusion that summarizes the importaat parts of your experiment and.the
results.
Scientific Method
What is the scientific method? It is a
wmld around
that is used to fred
to questions about the
Is there only one "scienth~.c method"? No, there a~ several versions of the scientific method. Some versions have
more
__, while others may have only a few. However, they all begin with the idcnliflcatioa of a
to be answered based on observations of the world around us and provide
or a
method for conducting and analyzing an experiment.
an
l?ased on obsc~rations mad your knowledge of the
What is a hypothesis? It is an
topic.
Whatis data? Itis
(
gathered during an experiment.
Wflat do you want to know or explain? Use observations you have made
to v~ito a ~Nesfion that addresses the problem or topic you wa~t to investigate.
)
)
)
What do you thiak will happe~? Predict the answer to your question or the outcome of the experiment.
(
How will you test your hypothesis? Dcve!op a procedure
for a reliable experiment sud address safety roles.
Follow the steps in your procedure to perform your experiment. Record data aad observation!!
Is the data reliable? Does your data and observations from the experiment support your hypothesis?
Is your data inaccurate or
the experiment flawed?
Rewrite your procedure to address
the flaws in the original experiment.
Write a con~Insion that summarizes the important parts of your experiment and the results.
Z Trimpe 2003 http:!/sciencespot.net/
Scientific Method
Bikini Bottom ~Experimenis
Name
The Bikini Bottom gang loves science class and wanted to do a little research. Rend the description
for each experiment and use your knowledge of the scientific method to answer the questions.
(1) Flower Power
SpongeBob loves to g&den and wants to grow lots of pink flowers for his pal Sandy. He bought a
special Flower Power fertilizer to see if will help plants produce more flowers. Fie plants two plants of
the same size in separate containers with the same amount of potting soil. He places one plant in a sumay
window and waters it every day with fertilized water. He places the other plant on a shelf in a closet and
waters it with plain water every other day.
What did SpongeBob do Wrong in this experiment? Explain.
What should SpongeBob do to test the effectiveness of Flower Power fertilizer? Write an experiment.
(2) Super Snails
Gary is not the smartest snail in Bikini Bottom and believes he can improve his brain power by
eating Super Snail Snacks. In order to test this h3qpothesis, he recruits SpongeBob and several snail
friends to help him with the experiment. The analis ate one snack with each meal every day for three
weeks. SpongeBob crea(ed a test and gave it to the snails before they started eating the snacks as well as
afar three weeks.
[
Based on the data provided, do the Super Snail Snacks work? ExplainI ~..8r~l
your answer.
I
I,
Worksheet created by T. Trimpe 2003 htt~://sciencespot.net/
(3) Bubble Tirae
Patrick loves bubble gum and would like to be able to blow bigger bubbIes than anyone else in
Bikini Bottom. To prepare for the Bikini Bottom Big Bubble Contest, he bought five different brands of
bubble gum and needs your help to find the brand that creates the biggest bubbles. Write an experiment
to test the bubble power of the bubble gum brands and help Patrick win the contest.
Worksheet created by T. Trimpe 2003 http://sciencespot.net/
"8
While your Science project may be simpler than a scientist’s, it still needs to follow the
sanae basic steps that make up the Scientific Process.
The Research Question
S cientific inquiry begins with a problem or question about an observation. Of
course, the question doesn’t just come from nowhere. Instead, questions come from
experiences that you have and from observations and inferences that you make. It is
important that the question be one that is interesting to you. The question should be one
that can lead to an experiment project where something is changed and the result is
measured.
A good question .....
¯ must lead to an investigation, not a report.
¯ slaould be one from which you can collect data rather than opinions
¯ slaould be specific (simple) rather than broad (complex).
¯ is one which materials are easy to find.
Examples of good questions:
What shape of container will allow water to evaporate the quickest?
Does the drop height of an object affect the size of the crater it will make?
Examples of poor questions:
How do volcanoes erupt? This question will lead to a model or report, not an
investigation.
What kind ofmnsic should I listen to on my CD player? This question has to do with
personal opinions, Scientific inquiry cannot answer questions about personal tastes or
judgments.
See the last section of this packet for good science fair pro]ect questions.
Developing a Hypothesis (Prediction)
A hypothesis is a possible expianation for a set of
observations or an attempted answer to the question
being investigated. It is important for you to realize that
a hypothesis is not a fact. Instead, it is a reasonable
guess about the outcome of the experiment and suggests
a possible reason for this outcome. The hypothesis
should be based on prior knowledge, observations, or
research and is accepted or rejected by the results or the
investigation.
The procedure
The procedure is how you plan to do things: how you are going to conduct the
experiment. It includes all the steps that were followed in setting up the experiment and
collecting the data. The procedure is written in a clear, sequential mariner so that
someone else could follow the same steps to complete the experiment Numbering the
steps is helpfut to someone who is reading the procedure.
Factors that can affect the outcome of the experiment, called variables, must be
identified and contro!led as part of the procedure. There are three types of variables that
must be considered when determining the procedure to be followed:
Manipulated variable (Independent variable) - The variable that is purposely
changed to test a hypothesis.
Responding variable (Dependent variable) - the factor that may change in
response to the manipulative variable.
Controlled variable - The factors in the experiment that must be kept exactly the
same to make sure that they are not having any effect on the dependent variable.
The procedure also should reflect that enough data were collected to support the
conclusion. Large amounts of data are collected by repeating the experiment many
times (repeated trials.) The more trials completed, the more conclusive the results
will be. For most projects, the procedure should also show that adequate sample size
was used.
Results
The results of the experiment include measurements taken and observations made,
as well as a written explanation. Along with the written explanation, results should be
displayed in the form of data tables, graphs, and photographs.
Data is organized in a table. The data should match the project design. Use the
-manipulative (what your changing) and responding (what you will meas~are) variables to
help organize the table. They will often be the heading for colulmas or rows. When
constructing a data table, it should be remembered that repeated trials of the experiment
must be conducted and the mean (average) of the data should be calculated. The data
table should include a title and should state the lmits of measurement used.
Data from the project should be analyzed and graphed. It is helpful to display the
data ha the form of a graph so that the data can be easily interpreted. The two most
commonly used types of graphs for science experiments are bar graphs and line graphs.
Bar graphs (Figure A) are used to display discrete data, or data that’is distinct and
separate from other information. Data shown on a bar graph omen reflect measured or
counted amomlts. Line graphs (Figure B) are used to display continuous data or data that
goes on without a stop or break. Experiments that have dependent variables involving
temperakure, time, mass, height, or distance will usually yield data that should be graphed
as a line graph.
Figure A
Figure B
On a graph, the independent variable is represented on the horizontal (x) axis of
the graph and the dependent variable is represented on the vertical axis of a graph. The
graph should also have:
Numbers (scale) in even intervals (l’s, 2’s, 5’s, 10’s, 100’s, etc.),
. Labels for both the horizontal (x) and vertical (y) axes, and
o a title that reflects the information that is being represented on the graph.
Conclusion
A conclusion is a summary of what you have learned firom an experiment. It
should have four parts:
It should answer the ori~nal question that started the investigation and include the
results (numbers) used as the basis for that conclusion.
It should reflect back on the original hypothesis and state whether or not it was
supported by the data that was collected.
~t should include any additional questions that could be investigated or
information that could be researched in the future, ha addition, it should address
may problems that have occurred that may have affected the results.
Scientific Method
Controls and Variables - Part i
Nmne
Read the
SpongeBob and his BiMni Bottom pals have been busy doing a little research.
description for each experiment and answer the questions.
1 - Patty Power
Mr. Krabbs wants to make Bikini Bottoms a nicer place to live. He has created a new sauce that he
ttfinks 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 mayormaise 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.
Which people are in the control group?
What is the independent variable?
What is the dependent variable?
What should Mr. Krabs’ conclusion be?
Wiry do you think 8 people in group B reported feeling better?
2 - Slimotosis
Sponge Bob notices that his pal Gary is suffering from slimotosis, which occurs when the shell
develops ~ nasty slime and gives off a horrible odor. His friend Patrick te!ls him that robbing 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 robbing 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.
What was the initial observation?
What is the independent variable?
What is the depeudent variable?
What should Sponge Bob’s conclusion be?
WorksheetcreatedbyT. Trimpe2003 http://sciencespot.net/
3 - Marshmallow Muscles
Larry was told that a certain muscle cream was the newest best thing on the market and c!fftms 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 SpougeBob to help him with an
experiment. Larry deveIops 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 resMts. Before
each sessiora Patrick’s arms and back are lathered in the muscle cream, while Sponge Bob’s arms mad
back are Iathered with the regular iotion.
Which person is in the contro! group?
What is the independent variable?
What is the dependent variable?
Time
Patrick
IvAfial
Araount
18
After i
24
9
After 2
weeks
33
17
Wlaat should Larry’s conclusion be?
4 - Microwave Miracle
Special Food Group
Patrick believes that fish that eat food exposed to (Time
in minuteslseconds)
microwaves will become smarter and would be Fish
able to svcira through a maze faster. Fie decides
1:0o
1:20
to perform an experiment by placing fish food in 2
2:04
S
a microwave for 20 seconds. Fie has the fish 4
2:20
swim through a maze. and records the time it 5
1:27
1:45
:40
takes for each one to make it to the end. lie feeds
1:15
7
the special food to i0 fish and gives regular food 8
l:28
to 10 others. After 1 week, he has the fish swim 9
through the maze again and records the times for
1:43
2200
each.
What was Patrick’s hypothesis?
Which fish are in the control group?
What is the independent variable?
What is the depend~nt variable?
Look at the results in the charts. What should Patrick’s conclusion be?
WorksheetcreatedbyZTrlmpe2003 htrp://sciencespot.net/
Regular Food Group
~irne in rainuteslseconds)
1:09
2
3
4
6
7
8
9
2:00
5:30
1:28
2:09
1:25
2:04
1:34
1:3o
2:05
1:23
1:24
2:00
1:19
1:15
1:57
Scientific Method Review
Use the clues to help you frill in the puzzle.
1
5
Clues:
1. The ~ is the pa~t of an experiment that is not being tested and is used for comparison.
2. The ? describes the steps yon use dm-ing an experiment.
3. After an experiment, scientists write a ~? which summarizes their experiment sad results.
4. The ? ? is a process used by scientists to fi~d answers to questions or solve a probIem.
5. Xl~e ~? variable is the part of the experiment that is being tested or the part that is changed by the
person doing the experiment.
6. Tne~_~ is an educated guess.
7. Scientists use their data to make charts and ~ to communicate the results of sm expe~ent.
8. After the scientist znakes a hypothesis, they perform a~ ? to collect data.
9. The first step of the scientific method is to define or identify the
10. Sometimes scientists, make a mistake, or _2_?, and need to do an experiment again.
1 !. The ~.7 variable is the part of the experiment that is affected by the independent vatiabie.
12. After the experiment, scientists organize sad~ the data.
13. The information coIlected during an experiment is called_~_?.
14. Scientists ~ke ~ to heIp them make a hypothesis or collect data dnrlng an experiment.
71. Trimpe 2003 http://sciencespot.net!
.Doing Science Safely
Whyis preparation impo~ant to scientific
inves$igations?
o ~afety symbols o field
Where can scientific investigations be carried
out?
What should ~ou ~o if an accidentOCCURS
during an investigation?
Preparing for Science Before ~ou he~d out for a long bicycle
ride ~t is important to put on your helme:L The helmet protects you, in
qase you h~ve an accident. When you get in a car for a trip to the mafl, safety symbols
the first thing you do is fasten your seat belt. Jukt as when ;con start on
a bike or car trip, you have to be prepared before you begin any scientific investigation: ~ Good preparation helps you stay safe when
doing science investigations.
Preparing for a science ~vesfigafion should begin the day before you
~ perform the i~aves~gafion. It is important to read through the pro~
cedure carefully and make sure you tmderstand all the directions. Make
sure you dofft have ~ny questions abo~t the procedures. If a9)~ng is
under, be prepped to ask your teacher about it before you begin the
~b. Also review the general safety guidelines in Append~ A in the back
of your textboo]~ The most important safety rule is .simple: Always
low exactly your teache~:’s ins~uc~ions and the textbook direcfior~s.,.
Safety in the Lab Labs and activities always include skfety symbols. These safety symbols alert yon to possible dangers in pefform~g
the lab and remind you to work carefully. The symbols are sho~n on
the next page and expIained in your textbook~
It is important t9 dress properly in the ]aboratoU. You ~hould wear
safety goggles whenever you work with chemicals, flames, glassware,
or any substance that might get into your eyes. Ar~ apron or lab coat
should be worn to protect your clothes from chemicals or substances thatcan stain. T~e back long h~ and any article of clothing that hangs
down and could touch flames, chemicals, or equipment.
,
Use car~ when handling chemicals, sharp objects, and gIassware.
Never reach dcross atlame. Always ase an oven mitt to handle hot containers. Hot glasswk~e !ooks cool, so never pick it up without first
checking to see if it is hot. Never mix chemicals "forthe fun of it:’ You.
might produce a dangerous, possibly explosive substance. Never put
your face near the mouth of a co~tMner that holds chemicals. Many
hemicals are poisonous. Neve~r ~onch, taste, or smeli a chemicdl m~ess
you are instracted byyour teacher to do so.
© Pearson E~fucation, In~., publishing as Pearson Prentice Hail. All rights rese~ed.
t5.
TABLE 1-1 SAFETY SYMBOLS
These symbols appear in laboratory activities.
They warn of possible dangers in the laboratory
and remind you to work carefully.
Safety Goggles Wear safety googles to
~
protect your eyes in any activity involving
chemicals, flames or heating or glassy/are
Lab Apron Wear a laboratory apron to
protect your skin and clotl~g from
damage.
~,,,~ Frames Work in a ventilated area when
1[’3~ harmful vapors directly. Only test an odor
¯ when directed to do so by your teacher, and use
a wafting motion to direct the vapor toward
your nose,
Sharp Object Scissors, scalp~els, knives,
needles, pins, and tacks can cut your sk~.
Always direct a sharp edge or point away from
yourself and others.
.
Animal Safety Treat live or preserved
~
~ Breakage
Handle
breakable
materials,
asimals or animal parts with care t6 avoid
such as glassware, with care Do not touch
harming the animals or yourself. Wash yo.ur
broken glassware.
hands when you are finished with the activity.
~Heat-Resistant
Use
a~ oven
mitt
Plant Safety Handle plants only as
or other hand Gloves
protection
when
handling
dh-ected by your teacher. If you are
hot materials such as hot plates or hot
allergic
to certaia plants, tell your teacher; do
glassware.
not do an activity involving those plm~ts. Avoid
Plastic Gloves Wear disposable plastic
touching harmful plants such as.poison
gloves when working with harmful
Wash your hands when you are finished with
chemicals and organisms. Keep your hands
the activity.
away from your face, and dispose of the glgyes
Electric Shock To°av’oid electric shock,
according to your teacher’s instructions.
never use electrical equipment around
Heating Use a clamp or ~ongs to pick up water, dr when the equipment is wet or your
hot glassware. D0 not ton@ hot objects
hands are wet. Be sure cords are untangled and
w~th your bare hands.
cmmot trip anyone. Unplug equipment not in.
~ Flames
with Follow
flames, tie
back °Before
loose hairyou
andwork
clotSing.
instructions from your teacher about fighting
and extinguishing flames.
use.
~=~ physical Safety When an experiment
involves physical activity, avoid injuring
yourself or others. Alert your teacher if there is
any reason yon should not participate.
No Flames VV~nen using flammable
materials, make sure there are no flames,
~ Disposal
Dispose
of chemicals
and other
sparks, or other exposed heat sources present.
laboratory
materials
safely. Follow
the
instructions
from
your
teacher.
Corrosive Chemical Avoid getting acid
or other corrosive chemicals on your sld~
~Hand Wastdng Wash your hands
or clott~mg or in your eyes. Do not inhale the
thoroughly when finished w~th the
vapors. Wash your hands after the activity.
activity. Use afitibacterial soap and warm water.
~r~ Poison Do not let any poisonous
Rinse well.
~ chemical come into contact with your
General Safety Awareness When this
skin, and do not kthale its vapors. Wash your ~
symbol appears, follow the instructions
hands when yon are finished with the activity.
provided. When you are asked Co develop your
own procedure in a lab, have your teacher
approve your plan before you go farther.
© Pearson Education, Inc., publishing as Pearson Prentice Hail. All rights reserved.
When you have completed the llb,. be sure to clean up the work
area. Turn off all burners or hot plates. Turn off and unplug any electrical equipment that you used. Follow your teacher’s instructions i field__
about proper disposal of wastes. Finally, be sure to wash your hands
"thoroughly after worldng in the laboratory.
Outdoor Activities ~ Not all investigations take place in a
.laboratory. Some ~vestigations will be done in the "field:’ The field
can be any outdoor area, such as a schoolyard, a forest, a park, or a
beach, lust as in the laboratory, good preparation helps you stay safe,
when doing science activities in the rid& There can be many potential
safety hazards outdoors,, including severe weather, traffic, wild animals, or poisonous piants. Advance planning may help you avoid some
potential hazards. Whenever you do field work, always tell an adult
where you will be. Never carry out a field investigation alone.
Dealing with Accidents At some point, an accident may occu~
ha the lab. ~ When any accident occurs, no matter how minor,
notifyyour teacher immediately. Then, listen to your teacher’s directions and carr.~ithem out quicldy. Make sure you know the location
and proper use of all the emergency equipment in your lab room.
Kngwing safety and first-aid procedures beforehand will p{epare you
to handle acddents properly.
Section 1-3 Assessment
1. Applying [~t] Ifyouseethi~swarning, what should you do befote
the lab starts?
o
Applying ~! What are two things you must do when testing.
odors when you see this warnhag? .. ¯
3. ApplyingConcepts
should you do?.
If you get acid on your hands in the lab, what
© Pearson Education, Inc., publishlng as Pearson Prentice Hall. All rights reserved.
t
Scientific Method
Science Safety Rules
Name
The Bikini Bottom gang has been learning safety rules during science dass. Read the
paragraphs below to find the broken safety rules and underline each one. How many
can you find?
SpongeBob, Patrick, and Gary were thrilled when Mr. Krabbs gave their
teacher a chemistry set! Mr. Krabbs warned them to be careful and reminded them
to follow the safety rules/hey had learned in science class. 27ae teacher passed
out the materials and provided each person with an experiment bo.olc
SpongeBob and Gary flipped through the book and decided to test the
properties of a myster~ substance. Since the teacher did not tell them to wear the
safety goggles, they left them on the table. SpongeBob lit the Bunsen burner and
then reached across the flame to get a test tube from Gary. In the process, he
knocked over a bottle of the mystery substance and a little bit splashed on Gary.
SpongeBob poured some of the substance into a test tube and began to heat it.
When it started to bnbbie he looked into the test tube to see what was happening
and pointed it towards Gary so he could see. Gary thought it smelled weird so l~e
took a deep whiff of it. He didn’t think it smelled poisonous and tasted a little bit
of the substance. They were worried about running out of time, so they left the
test tube and materials on the table and moved to a different station to try another
experiment.
Patrick didn’t want to waste any time reading the directions, so he put on
some safety goggles and picked a couple different substances, lie tested them
with vinegar (a weak acid) to see what would happen even though he didn’t have
permission to experiment on his own. He noticed that one of the substances did
not do anything, but the other one fizzed. He also mixed two substances together
to see what would happen, but didn’t notice anything, lie saw SpongeBob and
Gary heating something in a test tube and decided to do that test. He ran over to
that station and knocked over a couple bottles that SpongeBob had left open.
After cleaning up the spills, he read the directions and found the materials he
needed. The only test tube he could find had a small crack in it, but he decided to
use it anyway. He lit the Bunsen burner and used tongs to hold the test tube over
the flame. I-Ie forgot to move his notebook away from the flame and almost
caught it on fire.
Before they could do another experiment, the belt rang and they rushed to
put everything away. Since they didn’t have much time, Patrick didn’t clean out
his test tube before putting it in the cabinet. SpongeBob noticed that he had a
small cut on his finger, but decided he didn’t have time to tell the teacher about it.
Since they were late, they skipped washing their hands and hurried to the next
class.
Worksheetcreate~by T. Trimpe2003 htip://sciencespoLnet!
Independent Investigation:
Summer Fun with the Scientific Method
It’s summertime! I remember when I was in middle school I recall summer being the
time to explore the town. My favorite spots included the beach, mall, basketball courts,
soccer fields, the swimming pool, and of course, in the house. My mind would begin to
explore and think deeply about how things worked, why things happen the way they do,
and how one tNng affects another. Little did I know, I was preparing for scientific
explorations.
Your assignment is to complete a scientific investigation of your own using the scientific
method discussed in this packet. Read the Independent Investigation Guidelines and
Rubric son pages 21 and 22, use the scientific method to investigate the topic of your
choice, and complete the Independent Investigation worksheet (pages 23 and 24).
Here are some suggested topics to explore:
At the beach/swimming pool:
¯ I-tow does the volvxae of wet sand change under pressure?
¯ How do waves move coastal sand?
¯ What type of Soil is best for water retention?
¯ How do breakwalls affect beach erosion?
¯ Does the volume of a tide pool affect the temperature?
¯ Does the volume of a tide pool affect the pH?
¯ Does burying a liquid in the sand affect its temperature?
¯ Which type of water freeze faster pool water, beach water, or pure water?
¯ Does pool water make you colder?
¯ Which heats up fastest, sand or water?
¯ Can you hold your breathe longer than a whale?
At the
VCho shop the most, males or females?
Do malls have more sales in the morning or the afternoon?
What gets you to the second floor faster--walking up stairs or standing still on the
"up" escalator?
Are boys better than girls at reading a mall’s floor map and finding stores?
Do indoor mall plants grow faster under an artificial light or a skylight?
Is the temperature near a ~plashing water fountain cooler than at other sites in the
l~tall?
Which cologne lingers longest?
How do real people’s body proportions compare with those of mamaequins?
Are customers mo~e attracted to brightly lit or clothes racks?
Which can support more weight--plastic or paper bags?
While playing a sport:
Do ruetal bats hit a baseball farther than wooden bats?
Does a bike helmet’s shape affect your speed?
Do fatter bike tires make stopping easier?
Which brand of seal keeps out the most water?
Do certain sneaker treads give you better traction?
What’s the effect of basketball air-pressure on bounce height?
Do keeping tennis balls in the can maintain their bounce?
In the house:
Which fabric is most absorbent: cotton, polyester, or nylon?
Do ~cented cm~dles last longer than regular candles?
Which dissolves fastest in water--bath beads, bath salts, or bubble bath?
How does heat affect a rubber band?
Do playing video games affect your hear rate?
Which liquid is denser: oil, water, or syrup?
Does soda rot your teeth?
What effect does temperature have on the speed that an object takes to fall into a
container of water?
What effects does acid rain have on plant growth?
Does watching television make you stupid?
Does bread mold faster in a bread box or on the counter?
If you did not f’md a topic that you wish to explore, conduct an internet search or go
to your local library for more ideas.
Independent Investigation Guidelines
Step 1: Create a Question
What do you want to find out7
Does your question relate to the topic?
Can you develop an experiment to answer your question?
Does your question make sense7 Is it confusing?
Step B: Hypothesis
What do you think will happen?
BE ~PECIFIC!
Use-,complete sentences.
Step 3: Procedure
What steps will you follow to find an answer?
¢" BE SPECIFIC! Label your steps using 1, 2, 3, etc.
¢" Would someone else be able to follow your directions?
Ho~v will you collect your data?
How will you ensure reliable results?
What safety issues need to be addressed?
Step 4: Experiment & Data
Be sure to display your data in an organized manner. Use a table Or chart
to help you show your results. Don’t forget to label!
Include enough data to prove or disprove your hypothesis.
Step 5: Analysis / Conclusion
What happened during your experiment?
Did your results support your hypothesis?
Write a summary of what you learned during your experiment and
address your results.
Explain any unexpected results.
Are your results reliable?
Did you use complete sentences?
Iudepeuden~ Investigation Rubric
Proced~es
x2=
--pts
Procedures are listed in
a logical order. Each
step is numbered andis
a complete sentence,
4
Procedures are listed in
a logical order, but
steps are not numbered
and]or are not i~
complete sentences.
3
Procedures are listed
but are not in a logical
order or are difficult to
follow.
Procedures do not
accurately list the steps
of the experiment.
2
I
3
Points Possible = 28 Points Earned ~-__Final Grade=
0
t
0
%AB C
Rubric created from a template at hrcp://rabistar.4teaehers.or~.
Independent Investigation
Question
What do you want to find out?
N3_rl~ o
(~Hypothesis
l~
What do you think wi!l happen?
Procedure
Design your experiment[ Write the steps for your experiment in tJ~e space below.
Data
Create a table, chaut, or graph to record your data.
~Conclusion/Analysis
What did you find out? Did your results support youJ: hypothesis? Are your
results reliable?