middle school highlight objective 1-4 students should be able to make inferences, to recognize...
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Middle SchoolMiddle SchoolHighlight Objective 1-4Highlight Objective 1-4
Students should be able to make inferences, to recognize meaningful data, to use evidence and data to evaluate the strengths and weaknesses of scientific explanations and to analyze possible
unexpected results from an investigation.
InferenceInference• An explanation for an event based on
past experiences.• An explanation for an event based on
past experiences.
EXAMPLE: You walk outside and notice puddles in the street and the grass and shrubs are wet.
WHAT CAN YOU INFER?WHAT CAN YOU INFER?
Based on past observations, you might infer that it rained last night. Although you did not actually see it raining, past observations have allowed you to infer why the puddles and wet lawn were present.
ARE THERE OTHER POSSIBLE INFERENCES? EXPLAINARE THERE OTHER POSSIBLE INFERENCES? EXPLAIN
Inferences are NOT ObservationsInferences are NOT Observations• Observations –
information about an object or event made using one or all of your senses
• Example: A Example: A witness may witness may actually actually observeobserve a crime being a crime being committedcommitted
• Observations – information about an object or event made using one or all of your senses
• Example: A Example: A witness may witness may actually actually observeobserve a crime being a crime being committedcommitted
• Inferences - conclusions based upon an observation that you or someone else has made
• Example: A police Example: A police officer may visit a officer may visit a crime scene and crime scene and from his from his observations observations inferinfer what happened.what happened.
• Inferences - conclusions based upon an observation that you or someone else has made
• Example: A police Example: A police officer may visit a officer may visit a crime scene and crime scene and from his from his observations observations inferinfer what happened.what happened.
Inferences-Another DefinitionInferences-Another Definition
• Another definition of an inference is to conclude something from certain evidence
• Is an inference the same thing as a scientific conclusion?
• Another definition of an inference is to conclude something from certain evidence
• Is an inference the same thing as a scientific conclusion?
Answer: No – Why?Answer: No – Why?
• In science, results from a single experiment are not sufficient to make a conclusion.
• However, a scientist can make inferences from a single experiment.
• Inferences can also be made about events that have yet to occur. When we predict trends we are inferring what we think will happen.
• In science, results from a single experiment are not sufficient to make a conclusion.
• However, a scientist can make inferences from a single experiment.
• Inferences can also be made about events that have yet to occur. When we predict trends we are inferring what we think will happen.
Predicting Trends-ExamplePredicting Trends-Example• On 12/1 sunset occurred at 5:20 p.m.• On 12/2 sunset occurred at 5:21 p.m.• On 12/3 sunset occurred at 5:22 p.m.• On 12/4 sunset occurred at 5:23 p.m.• What inference can you make What inference can you make
regarding the time of sunset on 12/5?regarding the time of sunset on 12/5?• Answer: Sunset will occur later than Answer: Sunset will occur later than
5:23 p.m. (There are also other 5:23 p.m. (There are also other inferences. Can you think of one?)inferences. Can you think of one?)
• On 12/1 sunset occurred at 5:20 p.m.• On 12/2 sunset occurred at 5:21 p.m.• On 12/3 sunset occurred at 5:22 p.m.• On 12/4 sunset occurred at 5:23 p.m.• What inference can you make What inference can you make
regarding the time of sunset on 12/5?regarding the time of sunset on 12/5?• Answer: Sunset will occur later than Answer: Sunset will occur later than
5:23 p.m. (There are also other 5:23 p.m. (There are also other inferences. Can you think of one?)inferences. Can you think of one?)
Unexpected DataUnexpected Data
• Using the observations on the previous slide, you might predict that sunset would continue to occur earlier and earlier each day. However, we know that this is only true until mid-December. At this point, days start to become longer and sunset starts becoming later. Sometimes unexpected data may lead to new inferences.
• Using the observations on the previous slide, you might predict that sunset would continue to occur earlier and earlier each day. However, we know that this is only true until mid-December. At this point, days start to become longer and sunset starts becoming later. Sometimes unexpected data may lead to new inferences.
A scientist drops 3 objects of different masses from the same height. He notices that the heaviest objects hit the ground first. Next he drops two objects of the
same mass and he notices that they both hit the ground at the same time.
What is one possible inference?
A scientist drops 3 objects of different masses from the same height. He notices that the heaviest objects hit the ground first. Next he drops two objects of the
same mass and he notices that they both hit the ground at the same time.
What is one possible inference?
EXAMPLE
Falling Object InferenceFalling Object Inference• Maybe the mass of an
object affects the time it takes to fall.
• Perhaps air resistance affects the fall time of different objects.
• Gravity could be affecting the time it takes an object to fall.
• Maybe the mass of an object affects the time it takes to fall.
• Perhaps air resistance affects the fall time of different objects.
• Gravity could be affecting the time it takes an object to fall.
• HOW CAN A HOW CAN A SCIENTIST PROVE SCIENTIST PROVE WHICH INFERENCE WHICH INFERENCE IS CORRECT?IS CORRECT?
• Test the inference by Test the inference by doing a doing a controlledcontrolled experimentexperiment
• HOW CAN A HOW CAN A SCIENTIST PROVE SCIENTIST PROVE WHICH INFERENCE WHICH INFERENCE IS CORRECT?IS CORRECT?
• Test the inference by Test the inference by doing a doing a controlledcontrolled experimentexperiment
• An individual notices that when white light is passed through a prism it emits a rainbow of colors.
• What are some possible What are some possible inferencesinferences you you can come up with to explain why this can come up with to explain why this occurs?occurs?
• An individual notices that when white light is passed through a prism it emits a rainbow of colors.
• What are some possible What are some possible inferencesinferences you you can come up with to explain why this can come up with to explain why this occurs?occurs?
EXAMPLE
Prism InferencePrism Inference• Perhaps the prism
changes the original properties of white light.
• Perhaps the prism magnifies the white light.
• Maybe the prism separates the white light into its individual components.
• Perhaps the prism changes the original properties of white light.
• Perhaps the prism magnifies the white light.
• Maybe the prism separates the white light into its individual components.
• HOW CAN A HOW CAN A SCIENTIST PROVE SCIENTIST PROVE WHICH INFERENCE WHICH INFERENCE IS CORRECT?IS CORRECT?
• Test the inference by Test the inference by doing a doing a controlled controlled experimentexperiment
• HOW CAN A HOW CAN A SCIENTIST PROVE SCIENTIST PROVE WHICH INFERENCE WHICH INFERENCE IS CORRECT?IS CORRECT?
• Test the inference by Test the inference by doing a doing a controlled controlled experimentexperiment
InferencesInferences• By the way, if you chose an inference that wasn’t
listed on either of the previous slides it doesn’t mean your inference is wrong.
• That’s the good thing about inferences, until they are proven correct, through controlled experiments, no one is ever sure if they are right or wrong.
• On the other hand, in science, you should always evaluate everything about a situation before you develop an inference.
• By the way, if you chose an inference that wasn’t listed on either of the previous slides it doesn’t mean your inference is wrong.
• That’s the good thing about inferences, until they are proven correct, through controlled experiments, no one is ever sure if they are right or wrong.
• On the other hand, in science, you should always evaluate everything about a situation before you develop an inference.
What really happened? Inferences that eventually led to
conclusions…
What really happened? Inferences that eventually led to
conclusions…• Isaac Newton (1667)
White light is made of all the colors of the rainbow. A prism bends the light so the colors become visible.
• Galileo Galilei (1604) All objects fall at the same rate. (9.8 m/s2)
• Isaac Newton (1667) White light is made of all the colors of the rainbow. A prism bends the light so the colors become visible.
• Galileo Galilei (1604) All objects fall at the same rate. (9.8 m/s2)
http://en.wikipedia.org/wiki/Isaac_Newton http://galileo.rice.edu/por/galileo.html
EXAMPLE
A company has created a new chemical that is said to improve memory. 200
mice were divided into 2 groups. Both groups contain 100 males and 100
females. Group A will be injected with the chemical. Group B will be injected
with the same volume of water. After 10 minutes, both groups will be run through a complex maze. This will done for 14 consecutive days to test for memory
improvement.
A company has created a new chemical that is said to improve memory. 200
mice were divided into 2 groups. Both groups contain 100 males and 100
females. Group A will be injected with the chemical. Group B will be injected
with the same volume of water. After 10 minutes, both groups will be run through a complex maze. This will done for 14 consecutive days to test for memory
improvement.
• Evaluate the results: Did the chemical work? Could this become a conclusion?
• Was there any data that was unexpected? If so, which group and which day?
• Evaluate the results: Did the chemical work? Could this become a conclusion?
• Was there any data that was unexpected? If so, which group and which day?
B
A
EXAMPLE
Evaluate the results: Did the experiment work? Could this become a conclusion?Based on this one experiment Based on this one experiment you could infer that the you could infer that the chemical was increasing the chemical was increasing the speed of the mice thus their speed of the mice thus their memory was improving. It memory was improving. It could become a conclusion if could become a conclusion if it was repeated many times it was repeated many times with the same results.with the same results.
Was there any data that was unexpected? If so, which group and which day? Yes, Group A on day eight. Group B had a slight Yes, Group A on day eight. Group B had a slight aberration on Day 4.aberration on Day 4.
Study the graph to the left.
Study the graph to the left.
Comparison of a Planet's Distance From the Sun to it Average Orbital Speed
0
50
100
150
200
250
Mercury Venus Earth Mars
Avg. Distance From Sun(millions of km)
Avg. Orbital Speed (km/s)
Evaluate the strength & weaknesses of the following scientific explanation:
The further a planet is from the sun the larger its average orbital speed is.
EXAMPLE
Strength: The statement recognizes
a relationship between a planet’s
distance from the sun and its average orbital speed.
Weakness: The explanation
misinterpreted the data. The correct
interpretation is: The The further a planet is further a planet is from the sun the from the sun the
smallersmaller its its average orbital average orbital
speed is.speed is.
Strength: The statement recognizes
a relationship between a planet’s
distance from the sun and its average orbital speed.
Weakness: The explanation
misinterpreted the data. The correct
interpretation is: The The further a planet is further a planet is from the sun the from the sun the
smallersmaller its its average orbital average orbital
speed is.speed is.
Comparison of a Planet's Distance From the Sun to it Average Orbital Speed
0
50
100
150
200
250
Mercury Venus Earth Mars
Avg. Distance From Sun(millions of km)
Avg. Orbital Speed (km/s)
Evaluate the strength & weaknesses of the following scientific explanation:
The further a planet is from the sun the larger its average orbital speed is.
YOUR TURNYOUR TURN
• On a piece of paper – number 1 to 6
• The next slides will each present you with charts, pictures or information
• Study this information
• Select the inference that best fits with the information
• On a piece of paper – number 1 to 6
• The next slides will each present you with charts, pictures or information
• Study this information
• Select the inference that best fits with the information
Study the 2 atomic balances shown above. Which of the following inferences, is correct?
A. 1 neutron probably has the same mass
as 1 electron
B. 1836 neutrons probably have the same
mass as 1 electron
C. 1836 electrons probably have the same mass as 1 neutron
D. Electrons have more mass than either protons or neutrons
Study the 2 atomic balances shown above. Which of the following inferences, is correct?
A. 1 neutron probably has the same mass
as 1 electron
B. 1836 neutrons probably have the same
mass as 1 electron
C. 1836 electrons probably have the same mass as 1 neutron
D. Electrons have more mass than either protons or neutrons
Balance 1
Balance 2
1 neutron1 proton
1 proton1836 electrons
#1.
Study the 2 atomic balances shown above. Which of
the following inferences, is correct?
C. 1836 electrons probably have the same mass as 1 neutron (Correct Answer) Why is this the best inference?
Since 1 proton and 1 neutron have the same mass Since 1 proton and 1 neutron have the same mass and 1 proton has the same mass as 1836 and 1 proton has the same mass as 1836 electrons you can infer that it would take 1836 electrons you can infer that it would take 1836 electrons to have the same mass as 1 neutronelectrons to have the same mass as 1 neutron
Study the 2 atomic balances shown above. Which of
the following inferences, is correct?
C. 1836 electrons probably have the same mass as 1 neutron (Correct Answer) Why is this the best inference?
Since 1 proton and 1 neutron have the same mass Since 1 proton and 1 neutron have the same mass and 1 proton has the same mass as 1836 and 1 proton has the same mass as 1836 electrons you can infer that it would take 1836 electrons you can infer that it would take 1836 electrons to have the same mass as 1 neutronelectrons to have the same mass as 1 neutron
Balance 1
Balance 2
1 neutron1 proton
1 proton1836 electrons
#1.
Study the two illustrations shown above. Which of the following inferences, is correct?
A. The atom pictured above probably has an overall charge of +1B. The atom pictured above probably has an overall charge of 0C.The atom pictured above probably has an overall charge of -1D.There is not enough information given to make an inference
regarding the charge of the pictured atom.
+
Electron, negative charge
Neutron, no charge
Proton, positive charge+++
#2.
Study the two illustrations shown above. Which of the following inferences, is correct?
B.The atom pictured above probably has an overall charge of 0 (Correct Answer)
By using the key to the left you can infer which particles are By using the key to the left you can infer which particles are protons, electrons, and neutrons. You can count that this protons, electrons, and neutrons. You can count that this atom has 3 electron (- charges) & 3 protons (+charges). atom has 3 electron (- charges) & 3 protons (+charges). These charges cancel one another out. Because neutrons These charges cancel one another out. Because neutrons have no charge, the overall charge is 0.have no charge, the overall charge is 0.
+
Electron, negative charge
Neutron, no charge
Proton, positive charge+++
#2.
On Earth, Johanna weighs 100 lbs. She calculated
what her weight would be at several other locations in
the solar system The results are shown in the
table. ->
On Earth, Johanna weighs 100 lbs. She calculated
what her weight would be at several other locations in
the solar system The results are shown in the
table. ->
Location in the Solar System
Weight
(lbs.)
Venus 90
Earth 100
Moon 16
Mars 40
Jupiter 260
Which of the following statements is best supported by the information in the table?
A. Venus has more gravitational force than Earth
B. Mars has less gravitational force than the Moon.
C. Earth has four times the gravitational force of Mars.
D. Jupiter has more than twice the gravitational force of Earth
#3.
http://www.doe.mass.edu/mcas/2005/release/g8sci.pdf
On Earth, Johanna weighs 100 lbs. She calculated
what her weight would be at several other locations in
the solar system The results are shown in the
table. ->
On Earth, Johanna weighs 100 lbs. She calculated
what her weight would be at several other locations in
the solar system The results are shown in the
table. ->
Location in the Solar System
Weight
(lbs.)
Venus 90
Earth 100
Moon 16
Mars 40
Jupiter 260
Which of the following statements is best
supported by the information in the table?
D. Jupiter has more than twice the gravitational force of Earth (Correct Answer)
Weight is simply a measure of the gravitational pull on an object. Johanna’s weight on Jupiter is more than 2x her weight on earth.
#3.
http://www.doe.mass.edu/mcas/2005/release/g8sci.pdf
Using the activity from above, what can you infer would happen to the cylinder if everything stayed the same except the 20N of force was replaced with 50 N of force?
• A. The cylinder would not move because the net force would be zero.• B. The cylinder would move left with 50 N of force.• C. The cylinder would move right with 50 N of force.• D. The cylinder would move left with 100 N of force.
Using the activity from above, what can you infer would happen to the cylinder if everything stayed the same except the 20N of force was replaced with 50 N of force?
• A. The cylinder would not move because the net force would be zero.• B. The cylinder would move left with 50 N of force.• C. The cylinder would move right with 50 N of force.• D. The cylinder would move left with 100 N of force.
The diagram to the left illustrates a lab activity performed by a student. The end result of the
activity was that the cylinder moved to the right with 30 N of force
The diagram to the left illustrates a lab activity performed by a student. The end result of the
activity was that the cylinder moved to the right with 30 N of force
20N 50N
#4.
Using the activity from above, what can you infer would happen to the cylinder if everything stayed the same except the 20N of force was replaced with 50 N of force?
• A. The cylinder would not move because the net force would be zero. (Correct Answer)
• If the two forces were equal & opposite then you can infer that the object should stay at rest. (No movement)
Using the activity from above, what can you infer would happen to the cylinder if everything stayed the same except the 20N of force was replaced with 50 N of force?
• A. The cylinder would not move because the net force would be zero. (Correct Answer)
• If the two forces were equal & opposite then you can infer that the object should stay at rest. (No movement)
The diagram to the left illustrates a lab activity performed by a student. The end result of the
activity was that the cylinder moved to the right with 30 N of force
The diagram to the left illustrates a lab activity performed by a student. The end result of the
activity was that the cylinder moved to the right with 30 N of force
20N 50N
#4.
Speed of Sound Through Different Media
Speed of Sound Through Different Media
Material Speed of Sound (m/s)
Silver 3650
Water 1520
Copper 3100
Nickel 4900
Wood 3850
Study the table, shown to the left. Which of the following inferences, is correct?
A. Sound moves faster through water as compared to nickel and copperB.Sound moves faster through copper as compared to wood and silverC.Sound moves slower through silver as compared to copper and nickel.D.Sound moves slower through water as compared to copper and silver.
#5.
Speed of Sound Through Different Media
Speed of Sound Through Different Media
Material Speed of Sound (m/s)
Silver 3650
Water 1520
Copper 3100
Nickel 4900
Wood 3850
Study the table, shown to the left. Which of the following inferences, is correct?
D.Sound moves slower through water as compared to copper and silver. (Correct Answer)
Although the chart shows how fast sound is moving through Although the chart shows how fast sound is moving through a substance you can also infer which substance it is a substance you can also infer which substance it is moving slowest through.moving slowest through.
#5.
When objects move away from Earth the wavelengths of light are stretched. The
object thus emits a red shift of light.
When objects move away from Earth the wavelengths of light are stretched. The
object thus emits a red shift of light.
Study the diagram above. An astronomeron planet Earth, studying a far away galaxynotices it emits a blue shift of light. Which of the following inferences is most likelycorrect?
A. The galaxy has little energy.B. The galaxy is moving toward the Earth.C. The galaxy is moving away from the EarthD. The galaxy is stationary.
http://imagers.gsfc.nasa.gov/ems/visible.html
#6.
When objects move away from Earth the wavelengths of light are
stretched. The object thus emits a red shift of light.
When objects move away from Earth the wavelengths of light are
stretched. The object thus emits a red shift of light.
Study the diagram above. An astronomeron planet Earth, studying a far away galaxynotices it emits a blue shift of light. Which of the following inferences is most likelycorrect?
B. The galaxy is moving toward the Earth (Correct Answer)
Since objects moving away emit a red shift of light it can be inferred that colors at the opposite end of the spectrum would be moving closer.
http://imagers.gsfc.nasa.gov/ems/visible.html
#6.
Summarize-Think, Pair, ShareSummarize-Think, Pair, Share• Fold a piece of paper lengthwise.• On the left side list any information
that describes what an inference is.
• On the right side list any information that describes what an inference is NOT.
• When you are finished, find a partner to discuss the information you and he/she have written down.
• Fold a piece of paper lengthwise.• On the left side list any information
that describes what an inference is.
• On the right side list any information that describes what an inference is NOT.
• When you are finished, find a partner to discuss the information you and he/she have written down.