the scientific method. everyone uses the scientific method everyday. yes, even you!
TRANSCRIPT
The Scientific Method
Everyone uses the Scientific Method
everyday.
Yes, Even You!
Our – ObservePizza – Problem
Has – HypothesisExtra – Experiment
Delicious – DataCheese – Conclusion
The Scientific Method
Definition – An organized and systematic approach to studying the world and solving problems.
Observation – Using your senses to study the world.
Problem – Asking a narrow question based on specific observations.
Hypothesis – Educated guess to answer the problem.
Expressed as an “If . . . , then . . .” statement.
The Scientific Method
Experiment – A test of your hypothesis.
* You are trying to prove your hypothesis wrong!
Scientists use experiments to search for cause and effect relationships in nature. In other words, they design an experiment so that changes to one item cause something else to vary in a predictable way.
The Scientific Method
Variable –
Independent variable - variable that is changed by the scientist. There is usually only one independent variable. (The Cause)
Dependent variable - changes in response to the independent variable. The data that is collected from the experiment. (The Effect)
Control Group - does not receive the variable
The Scientific Method
Constants – Things that are the same for both the experimental and control groups. There can be multiple constants.
The Scientific Method
Experimental Group - receives the treatment
Control Group - does not receive treatment
Experimental Group Control Group• 10 plants • 10 plants • 20 mL of water a day • 20 mL of water a day• 5 g of fertilizer • 0 g of fertilizer• 8 hours of sun a day • 8 hours of sun a day
Controlled Experiment
Data – Information you collect during an experiment.
Conclusion – A summary of your experiment.
States: “The data supported (or did not support) the hypothesis.”
States possible errors effecting the outcome.
The Scientific Method
How do we make the results more reliable?
Increase the sample size!
The Scientific Method
• Aidan Dwyer did a much better job on his 7th grade science project than any of us. While on a wintertime hike in the Catskills, he noticed the branches of trees held a spiral pattern as they ascended. He wondered if that could possibly serve some purpose, looked into it, and learned about the Fibonacci sequence, which is a mathematical way of describing a spiral. Then he studied tree branches more closely and found their leaves adhered to the sequence. Then he figured out that if he arranged solar panels the way an oak tree arranged its leaves, they were 20 to 50 percent more efficient than the standard straight-line solar arrays. That is why the American Museum of Natural History gave him a Young Naturalist award, and published his findings on its website.
Consider this . . .
• His write-up concludes: The tree design takes up less room than flat-panel arrays and works in spots that don't have a full southern view. It collects more sunlight in winter. Shade and bad weather like snow don't hurt it because the panels are not flat. It even looks nicer because it looks like a tree. A design like this may work better in urban areas where space and direct sunlight can be hard to find.
• Not bad for a kid who hasn't started high school yet.
Consider this . . .
Are wrong answers “bad?”
Can we learn anything from “wrong” answers?
Is there always a final or definitive answer?
Are we done studying a problem once an experiment is finished?
The Scientific Method