THE EVIDENCE OF LIFE Activity 2, Some Like It Hot

The Scientific Method

Testing Hypotheses

Summary

Understanding and applying the scientific method is one of the key standards for

K-12 science. Through exploration of recent scientific discoveries in microbial

oceanography and astrobiology, students will utilize the process to explore the definition of life, its requirements and

where it can be found.

Key Concepts

• Scientists utilize the scientific method to understand the natural world.

• Making observations is the first step in this process.

• Hypotheses are being formulated in the frontiers of astrobiology and microbial oceanography.

• Methods to test these hypotheses are being invented as we speak.

Where might we find life?

http://science.nasa.gov/headlines/y2003/02oct_goldilocks.htm

Calculator.lnk

Objectives

• Students will look at novel evidence of life in astrobiology and deep-sea rock

• Students with make observations and hypothesize as the first steps in the Scientific Method.

• Hypothesize the requirements of “living organisms”

• Propose methods to test these hypotheses• Formulate new hypotheses of what constitutes

“Life”

Materials

• Computers with Internet access

• Wall memory sheets (24 x 36”)

• Felt pens

• Projector or photocopies of novel environments for discussion

Procedures – Making Observations

Put up this image or provide photocopies to class. Explain the yellow is a crack in a thin section of rock surface.

Martin Fisk

7/23/08

Procedures: Making Observations

The source of the image is fossil rock (pillow lava) from deep ocean samples dated at 30 million years old.

• Have the class

write a description of the magnified section of rock including estimated measurements.

Pillow Lavas

PhotoJonathan Kaye,

UW

PhotoBill Chadwick,

NOAA

Procedures – Forming Hypotheses

• Next show an 80 million years old sample with much longer canals (next slide). Ask the students to augment their descriptions. You may also tell them that scientists found only fuzz (slight indentations into the yellow cracks) in 8 year old pillow lava.

• Ask students to discuss ideas on what may have caused these canals and the changes. Tell them a dye used to detect DNA lights up along the canals (presence).

• Have them write their hypotheses (causative explanations of observations). Remind them of the rock’s sampling location. Ask what conditions or resources living organisms require.

80 million year old sample

Procedures – Scientific Method

• Assign a journal or free-write on the way scientists learn. Ask students to reflect on the process just completed.

• Brainstorm as a class collaboratively. Have students revise their first write-up.

• Provide instruction or have students enlighten the process using the following graphic organizers.

Making Observations

about events, problems, issues,

people, things, previous studies, etc.

Formulating and Posing a Testable Research

QuestionGathering

Background Information

Questions did not meet Research Question criteria…not

a research question…must

Reformulate Research Question

Constructing on Explanatory Hypothesis

(Tentative answer)

Research Question not answered (Proceed with

Research Investigation)

Conduct study for replication and

reliability purposes

Research Question Answered

No further research needed

The Scientific Method or the Research Investigative Process(R. Landsman 2001)

Methods

Creation of Experimental Design

SubjectsMaterials

(Apparati, Supplies)

Procedure

(Step by step actions taken to conduct study)Who

How to Obtain

Results

Data Collection

Quantitative Data

Qualitative Data

Data Analysis

Discussion and Conclusion

Discussion, Interpretation, and Conclusion

Next Step

Action Plan

Based on new Observations,

repeat the process

Procedures – Conducting Background Research

• Ask the class what their next step is. Have students search the web for possible explanations of these canals.

• Direct them to the following websites:

•http://www.mbari.org/earth/2008/EARTHwksp.htm

•http://cmore.soest.hawaii.edu/

•http://astrobiology.nasa.gov/

•http://microbes.arc.nasa.gov/educators/webguest.html

•http://www.redorbit.com/news/space/443898/did_scientists

find_life_in_tiny_martian_tunnels/

•http://satftp.soest.hawaii.edu/space/hawaii/vfts/pele/

Procedures - Revising Hypotheses

• If students have not hypothesized that the tunneling is related to microbial sources, introduce the idea and this slide:

Procedures – Experimental Design

• Ask for individual or group revised hypotheses and reasons for revisions. Require citations or URL’s.

• Working in assigned groups, have students propose methods that scientists would use to test their hypotheses. Remind them to refer to their Background Research.

• Review the components prior to group work:– subjects or what is being studied– materials/equipment/supplies list– procedures

Assessment

• Ask students to write their imagined results and conclusion of their research investigation. Assess alignment with current research findings.

• Alternatively assign students a proposal for a microbial experiment that includes all the parts of the Scientific Method.

Additional Resources

• Robert Landsman, Research Investigative Process http://findarticles.com/p/articles/mi_m0EIN/is_2006_Jan_5/ai_n26717166