Coach Tate
Biology/Pre-AP Biology
Room D110
International Studies Academy
Ninth Grade Center
Week at a Glance
Monday: Pre-Assessment and Supply List ,
Homework Assignment #1 “ About Me” * and Supplies
(due 8-28-13),
Tuesday: Work-styles Survey, Study-styles List
Wednesday: Course Syllabus overview, Class Procedures/Daily Routine,
Safety Controls
Homework Assignment #2 “ Safety Symbols” , Signed Course
Syllabus, Unit One Vocabulary* , safety contract
Thursday: Science Journal Set Up; Lab Safety PowerPoint and Video
Friday: Lab Equipment ; Scientific Method PowerPoint
* = journal entry
Monday 8-26-13
Objective: To asses students for prior knowledge of
life science content.
Clip: Intro to Biology
Brief Instructor Introduction ( 3 min)
About Me Homework Assignment( 3 min)
Supply List ( 3 min)
Pre-Assessment ( reminder of class)
Intro to Biology
http://www.youtube.com/watch?v=VgTPg9
9V_JM
Meet Ms. Tate (About Me)
 Born and raised in St. Louis, Missouri, I attended Parkway South
High where I participated in track and field all four years. I also was
in a scholars club called MLABSE Scholars. Keeping good grades, I
received a full academic scholarship to the University of Arkansas at
Pine Bluff, where I majored in Biology/Pre-Med.
 After graduating from undergraduate school, I decided to go into
education. I have been teaching science since 2005. This will be my
9 th year teaching high school science. I have a handsome 7 year
old son (Alexander) and a 11 year old step daughter (BrTanyon). I
love sports, cooking, forensics and reading books of different sorts.
I also have pit bull named Grady.
Course Supply List
Materials needed for class:





Pens (black or blue ink), Sharpened #2 Pencils
A box of Kleenex
Notebook paper; Two Pocket folder
2 composition notebooks
Hand sanitizer
Materials needed for home:
 Colored Pencils/Crayons
 Scissors
 Glue Sticks
 Construction Paper
Biology Pre-Assessment
Please do not write on the
test.
BRUNCH Method
Breakdown illustrations/tables/figures
Read, then read again ( the directions and question)
Underline the sentence, highlight or bracket important terms
Notes, make them on the side.
Cancel out the two incorrect answers
Hand pick the BEST answer choice.
Tuesday 8/27/13
Students will take an assessment to understand their individual
learning styles and complete a list of study styles based on what they
have learned about how they learn best.
Engage: What Type of Learner are You? (video clip)http://www.youtube.com/watch?v=zkE0sI7a_GA
1. Work Styles Survey ( 10) min- circle, code color then tally up)
*****Create Your Learner Stick *****
2. Work Styles PowerPoint ( separate from this one)- (15min)
3. Study Styles List ( as a class)
http://www.youtube.com/watch?v=cgPfyPCXyU
* Reminder Homework ( About Me Journal Entry and Supplies due
tomorrow!)
Wednesday 8-28-13
Students will review over the course syllabus for biology; Students
will demonstrate an understanding of the class procedures/Daily
Routine
Agenda
1. Seating Chart
2. “About Me” Journal Entries
3. Review over course procedures and course syllabus ( student
checklist)
4. Safety Contract
5. Questions???
Homework: Parent/Student contact sheet ( due Friday)
Safety laboratory safety contract (only return the bottom portion; top portion
attached to journal (3R)- (due Friday)
Safety symbols( 4L)- (due Tuesday),
Vocabulary words (2R-3L): science, hypothesis, theory, observation, data,
inference, phenomena, independent variable, dependent variable, constant,
control, qualitative, quantitative , law, evaluate, analyze,(due Tuesday).


Instructor: Ms. Tate
Phone: 469-272-2050 ext. 7670

Email: carlene.tate@chisd.net

Tutoring: Tuesday and Thursday 7:45-8:05 am
Description
 Biology is the study of living organisms. This course includes the study of plants, animals,
ecology, and the fundamental concepts of life science. The students will participate in laboratory
activities and science fair that are required by the district. The biology curriculum is based on
the required TEKS for science. Biology is a required course as described by the Texas Education
Agency
Department Mission:
 The mission of the NGC science department is to provide the students with the ability to make
informed decisions using critical thinking and scientific problem solving skills.
Learning Outcomes
The student will be able to define and correctly use scientific terminology in regard to
biological organisms and processes, synthesize information, think critically and solve
critical thinking problems, work well independently and in small groups, show self
direction and motivation, contribute to group work, assess personal needs in regard to
study time and methods, and accept personal responsibility for the learning process.
Grading Scale
There will be a minimum of 12 grades per six weeks, including two major grades. Your
assignments and your grades will be posted on Family Access weekly (Family Access is
found on www.chisd.com).
Test/ Project = 40%
Quiz = 20%
Homework = 10%
Daily Work/Lab = 30%
Labs
The student for at least 40% of instructional time will conduct laboratory and field investigations using
safe, environmentally appropriate, and ethical practices. The student will be held accountable for
completing a minimum of 2 lab reports a six weeks using the following format.
Objective
Introduction
Hypothesis
Safety
Materials
Experimental procedures
Results/Data
Conclusion
Projects
Every student is required to participate in the district science fair. It begins very early this year, so start
thinking about possible topics. Students will also be required to read “Panic in Level 4”. Students can also
choose another book from an approved list and complete a book report for extra credit at your teachers’
discretion. Current scientific events will be due every six weeks. Students are responsible for choosing an
article based on the topics being presented in class for the six weeks. By the end of the year, six article
reviews will be completed and submitted. Additional information and instructions will be provided on
each project.
Course Outline by Six Weeks
1st Six Weeks
Science Safety and EvidenceBased Thinking
Ecology
Biochemistry
4th Six Weeks
Genetic and Heredity
Evolution
2nd Six Weeks
Biochemistry (cont)
Cells
Cellular process:
photosynthesis and cellular
respiration
5th Six Weeks
Evolution (cont)
Classification
Viruses and Bacteria
Plant structures and Adaptations
3rd Six Weeks
Cellular process: Cell cycle
Cellular process: Protein
synthesis
6th Six Weeks
Body Systems
Experimental Designs
Student Expectations
My Promise to Students
I will be in class on time, well organized and ready to
teach
My Expectations of Students
Students will be in class on time, well organized and
ready to learn.
I will never yell at you or belittle you in class
I will give careful thought to class instructions and will
make them as clear as I can.
Students will not yell or belittle others in class
Students will listen to and follow instruction the first
time they are given.
I will review every assignment you turn in.
Students will be expected to turn in every
assignment.
I will check for understanding and will find more than
one way to explain concepts. I will schedule time
before and after school to tutor students.
Students will participate in class discussions, help
explain concepts to others and will ask questions
when they do not understand something.
I will not take things from your locker or you home.
Students will not take things from the teachers’ desk,
cabinet, or shelves.
I will always be honest with students, parents and
administrators
Students will be honest with teachers, parents, and
administrators.
I will manage time effectively and will teach students
responsibly.
Students will follow procedures and share
responsibility for making good use of class time.
Classroom Procedures
•Dress Code ( shirts, pants, id badge, hair, etc.) should be in compliance before your enter.
•Immediately come in and check the board/projector for directions and review the daily agenda.
Leave backpacks in their designated area. ( along side the wall cabinets)
•Have homework, composition book, and pencils/pens out on your desk. Sharpen pencils before
class begins.
•Sit in your assigned seat. (unless other directives are given).
•Wait for further instructions.
Specifics:
• Start Cleaning the room 5 min prior to the sound of the bell, pack up your belongings 1 min
prior to the bell., push chairs up and line up at the door.
• When you are tardy sign the tardy log with the date, class period, time and your name
• If you would like to leave the room for ANY reason, raise your hand and wait for the teacher to
address you.
• Raise your hand if you would like to move from your seat ( for trash, pencil sharpening,
blowing of the nose, etc.)
• Do NOT hang out around the sinks and the lab tables.
• NEVER talk while your instructor is speaking.
Academic Dishonesty
Academic honesty is expected, and integrity is valued at Cedar Hill Ninth Grade Center.
Scholastic dishonesty is a violation of the Code of Student Conduct. Scholastic dishonesty
includes, but is not limited to, cheating on a test, plagiarism, and collusion. Students who
Makeup Work
If the student is absent, it is the student’s responsibility to get the notes and work missed
while absent. The work will be placed in a class period folder and picked up by the student
the day they return from being absent. Any student absent will have 2 days to complete and
turn in any classwork/homework or quiz that was missed. It is also recommended that the
next available tutorial session be attended. It is STRONGLY advised that any test or quiz
missed be made up during tutorials offered on Tuesday or Thursday afternoon.
Late Work
Assignments are written on the board daily and should be copied on the student’s assignment sheet. All
assignments must be submitted to the teacher for confirmation of student knowledge and skills. Students should do
their own work and neatly show all scientific processes if necessary. Late homework must be turned in within 2
days from the original due date for a maximum grade of a 70 or the student will receive a 0. If you do not have your
homework, a missing assignment report MUST be filled out ( by you and your parent/guardian) and returned within
the 2 (two) days allotted with the homework assignment.
Homework assignments are ALWAYS posted on the webpage as well as your week at a glance from the
PowerPoint.
Key Understandings
•To be knowledgeable in safe practices during field and laboratory investigation.
•What are the characteristic of prokaryotic and eukaryotic cells?
•How is evolution defined in genetic terms?
•How are evolutionary relationships important in classification?
•How do the body systems maintain homeostasis in living organisms?
Objectives
•Students will conduct laboratory and field investigations using the proper methods and equipment, while applying
proper scientific reasoning.
•They will know the structures of a cell and all the different functions of the cell.
•Students will understand the mechanism of genetics and how they can lead to the process of evolution.
•They will understand the classification system used and how to categorize the different organism in hierarchal
levels.
•The students will understand the different biological system and interdependent and how they maintain
Cheer One
Cedar Hill Longhorns
The best on the scene.
We're here to win,
And dominate your team.
Freshman are here
We come and attack,
Red, black, and white
Well put up a fight.
C. H. H. S
We won't be undone.
Watch out for us,
There's much more to come
Go freshman!
Cheer two
Cedar hill.....a step above the rest.
The red, black and white,
We'll put you to the test.
Tip of the top,
Cream of the crop
The team you wan to be
That's right, we said it
The longhorn dynasty.
Yeah!
Thursday 8-29-13
Students will demonstrate an understanding of
laboratory safety ( precautions and procedures).
1.
2.
3.
4.
Engage: http://www.youtube.com/watch?v=xJG0ir9nDtc
Journal Set Up (20 min)
Lab Safety Review (15 min) ( PowerPoint)
Lab Video: List at least 15 incorrect procedures being displayed while
viewing the lab safety skit. ( 10 min)
5. Clean Up ( 5 min prior to sound)
Reminder: Homework ( contract and contact sheet) due tomorrow. Safety
Symbols and vocabulary due next Tuesday. Study Schedule : Daily for at least
25-30 minutes (
notes, vocab, handouts)
Lab Safety
Thursday 8-29-13
General Safety Rules
1. Listen to or read instructions
carefully before attempting to do
anything.
2. Wear safety goggles to protect
your eyes from chemicals, heated
materials, or things that might be
able to shatter.
3. Notify your teacher if any spills or
accidents occur.
General Safety Rules
4. After handling chemicals, always
wash your hands with soap and
water.
5. During lab work, keep your hands
away from your face.
6. Tie back long hair.
General Safety Rules
7. Roll up loose sleeves.
8. Know the location of the fire
extinguisher, fire blanket, eyewash
station, and first aid kit.
9. Keep your work area uncluttered. Take
to the lab station only what is
necessary.
General Safety Rules
10. It is suggested that you wear
glasses rather than contact lenses.
11. Never put anything into your mouth
during a lab experiment.
12. Clean up your lab area at the
conclusion of the laboratory period.
13. Never “horse around” or play
practical jokes in the laboratory.
Glassware Safety
1.
2.
3.
Chipped or cracked glassware should
not be used. Show it to the teacher.
Broken glassware should not be
disposed of in a classroom trashcan.
There is a special glass disposal
container for it.
When pouring liquids into glassware,
make sure the container you are
pouring into is resting on a table at
least a hands breadth from the edge.
Glassware Safety
4. Pour down a glass stirring rod to prevent
liquids from splattering.
5. If a piece of glassware gets broken, do
not try to clean it up by yourself. Notify
the teacher.
6. When inserting glass tubing into a rubber
stopper, apply a lubricant like glycerin to
the glass and use a twisting motion.
Glassware Safety
7. Do not place hot glassware in water.
Rapid cooling may make it shatter.
Chemical Safety
1. Wear protective goggles and a lab
apron whenever heating or pouring
hazardous chemicals.
2. Never mix chemicals together unless
you are told to do so (and then only in
the manner specified).
3. Always refer to your Material Safety
Data Sheet (MSDS) for chemical
reactivity, flammaility, handling, and
storing of the substance in a proper and
safe manner.
4. Never taste any chemicals (you should
never taste anything in the lab).
Chemical Safety
5. If you need to smell the odor of a
chemical, waft the fumes toward
your nose with one hand. Do not
put your nose over the container and
inhale the fumes.
6. Never pour water into a
concentrated acid. Acid should be
poured slowly into water.
A&W=Acid to Water
Chemical Safety
7. Always use a fume hood to provide
ventilation. When exposed to hazardous
or noxious fumes, vapors or dust.
8. Follow the instructions of your
teacher when disposing of all
chemicals.
9.
Wash your hands after handling
hazardous chemicals.
Electrical Safety
1.
2.
3.
Lay electrical cords where no
one can trip on them or get
caught in them.
Be sure your hands and your lab
area are dry before using
electrical equipment.
Never poke anything into
electrical outlets.
Electrical Safety
4.
5.
Unplug cords by pulling the plug
and not the cord.
Unplug all electrical equipment at
the end of the lab period.
Heating Safety
1.
2.
3.
Let burners and hotplates cool
down before touching them. Test
to see if they are cool enough by
bringing the back of your hand
close to them.
Use tongs and/or protective gloves
to handle hot objects.
Never reach across an open flame
or burner.
Heating Safety
4.
5.
6.
The only type of glassware that may
safely be heated is either Kimax or
Pyrex.
Always point the top ends of test tubes
that are being heated away from people.
When heating a test tube, move it
around slowly over the flame to
distribute the heat evenly.
Heating Safety
7.
8.
Only glassware that is thoroughly
dry should be heated.
Heat glassware by placing it on a
wire gauze platform on a ring stand.
Do not hold it in your hand.
Heating Safety
9.
When lighting a burner, wait until the
striker is in place before you turn on
the gas.
10. The amount of air can be adjusted by
the air supply valve below the tube of
the burner. This regulates the flame
temperature and color.
11. Never leave a burner or hotplate
unattended.
First Aid
Injury:
Burns
What To Do: Immediately flush with
cold water until burning
sensation is lessened.
Notify your instructor immediately!
Notify your instructor immediately!
First Aid
Injury:
Cuts, bruises
What To Do: Do not touch an open wound
without safety gloves.
Pressing directly on minor
cuts will stop bleeding in a
few minutes. Apply cold
compress to bruises to
reduce swelling.
First Aid
Injury:
To Do:
Fainting
Provide fresh air and have the
person recline so that their
head is lower than the rest of
their body.
Notify your instructor immediately!
First Aid
Injury:
Eyes
What To Do: Flush eyes immediately
with plenty of water for
several minutes. If a
foreign object is lodged in
the eye, do not allow the
eye to be rubbed.
Notify your instructor immediately!
First Aid
Injury:
Poisoning
What To Do: Find out what substance
was responsible for the
poisoning and alert the
teacher immediately.
Notify your instructor immediately!
First Aid
Injury:
Spills on the skin
What To Do: Flush with large
quantities of water. For
acid spills, apply baking
soda solution. For base
spills, apply vinegar or
boric acid.
Notify your instructor immediately!
First Aid
Injury:
Electrical shock
What To Do: Shut off the current at
the source. Remove wire
with rubber gloves. Alert
the teacher immediately.
Notify your instructor immediately!
Safety Symbols
Provides a visual hazardous warning on
buildings, door, classrooms, and chemical
bottles.
Interpret this
warning label.
How to read a
chemical label
All chemical containers are required
to have a label with the complete
chemical name.
The hazards associated with the
material must also be listed on the
label.
Where would we find
the flammability of the
chemical?
Where would we find any
special hazard
instructions?
Where would we find
health risks of the
chemical?
What is the name of
the chemical?
Where would we find the
reactivity of the
chemical?
Material Safety Data
Sheets
(MSDS)
Used to provide individuals and emergency personnel with
procedures for handling or working with that substance in a
safe manner, and includes information
Includes: physical data (melting point, boiling point, flash
point, etc.), toxicity, health effects, first aid, reactivity,
storage, disposal, protective equipment, and spill-handling
procedures.
Safety Symbols
You will see these symbols in laboratory activities.
Additional symbols
Recyclin
g
Toxic
Eyewash Sign or Symbol Use this sign
to indicate the location of an eyewash
station.
Safety Shower Sign or Symbol This is
the sign or symbol for a safety shower.
First Aid Sign Use this symbol to
identify the location of a first aid
station.
Defibrillator Sign This sign indicates
the location of a defibrillator or AED.
Fire Blanket Safety Sign This safety
sign indicates the location of a fire
blanket.
Radiation Symbol
Unofficial Radiation Symbol
Biohazard This is the safety symbol
for a biohazard.
Radioactive Symbol This trefoil is the
hazard symbol for radioactive
material.
Ionizing Radiation Symbol This is the
ionizing radiation warning symbol.
Recycling Symbol Universal recycling
symbol or logo.
Skull and Crossbones
Skull and Crossbones
Toxic This is the hazard symbol for
toxic substances
Eyewash Sign or
Symbol
Fire Blanket Safety
Sign
Ionizing Radiation
Symbol
Safety Shower Sign
or Symbol
First Aid Sign
Defibrillator
Sign
Biohazard
Radioactive
Symbol
Radiation Symbol
Recycling Symbol
Skull and
Crossbones
Toxic
Harmful or Irritant This is the hazard symbol
for an irritant or the general symbol for a
potentially harmful chemical.
Flammable This is the hazard symbol for
flammable substances.
Explosives This is the hazard symbol for
explosives or an explosion hazard.
Oxidizing This is the hazard symbol for
oxidizing substances.
Corrosive This is the hazard symbol indicating
corrosive materials.
Environmental Hazard This is the safety sign
indicating an environmental hazard.
Respiratory Protection Sign This sign tells you
respiratory protection is required.
Gloves Required Symbol This sign means you
need to wear gloves or other hand protection.
Eye or Face Protection Symbol This symbol
indicates mandatory eye or face protection.
Protective Clothing Sign This symbol indicates
mandatory use of protective clothing.
Protective Footwear Sign This sign indicates
mandatory use of protective footwear.
Eye Protection Required Sign This sign or
symbol means that proper eye protection must
be worn.
Harmful or
Irritant
Corrosive
Eye or Face
Protection Symbol
Flammable
Explosives
Oxidizing
Environmenta
l Hazard
Respiratory
Protection Sign
Gloves
Required
Symbol
Protective
Clothing Sign
Protective
Footwear Sign
Eye
Protection
Prohibition Symbol This is a generic
prohibition sign or symbol.
Nonpotable Water Symbol Symbol for nonpotable water or no drinking water.
Do Not Touch Sign This is a Do Not Touch
or Do Not Grip sign.
No Open Flames Sign This sign prohibits
flames and smoking.
Do Not Eat or Drink Sign This is the
prohibition sign for No Eating or Drinking.
Do Not Enter Sign This sign prohibits entry
or unauthorized entry.
Reactive Material Symbol Symbol for a
highly reactive material.
Carcinogen Hazard Symbol UN symbol for
carcinogens and mutagens.
Low Temperature Warning Symbol This
symbol indicates the presence of a low
temperature or cryogenic hazard.
Hot Surface Warning Symbol This is a
warning symbol indicating a hot surface.
Magnetic Field Symbol This is the warning
symbol indicating the presence of a
magnetic field.
Optical Radiation Symbol This symbol
indicates the presence of an optical
radiation hazard.
Prohibition Symbol
Do Not Eat or
Drink Sign
Low Temperature
Warning Symbol
Nonpotable
Water Symbol
Do Not
Touch Sign
No Open
Flames Sign
Do Not Enter
Sign
Reactive
Material Symbol
Carcinogen
Hazard Symbol
Hot Surface
Warning Symbol
Magnetic
Field Symbol
Optical
Radiation Symbol
Friday 8-30-13
Students will continue to demonstrate an understanding of lab safety; students will be
able to identify lab equipment and understand their functions; students will understand
the process of the scientific method.
Due Today: Safety Contract and Parent/Student Info Sheet
Homework: Unit One Vocabulary (2R-3L); Safety Symbols ( 4L); study safety
rules, symbol meanings, lab equipment and unit one vocabulary ( due
Tuesday) quiz Thursday, Sept. 5th .
Agenda:
1. Lab Equipment Race- ( 3 min)- hand in to teacher
2. Scientific Method ( 7R); Scientific Processes (8L)
3. Finish Lab Skit in journals (7L)
4. Practice Questions – Work with your desk-mate to answer the 12 practice questions
over lab safety. You will have (20 minutes) to complete this task. ( 8R)****
Scientific Method
It is a process that is used to find
answers to questions about the
world around us.
There are several versions of the scientific method but
all have the same basic steps.
Scientific Method
1.
2.
3.
4.
5.
6.
Observation
Hypothesis
Test with an experiment
Analyze results or data
Draw conclusion
Communicate results
1. Observation
Ask a question
A phenomena unexplained occurrence
that happens in the natural world leading
you to a question.
-based on observations and information
gained through previous research or
knowledge.
-must be will defined, measureable, and
controllable.
Practice Observing
What are 3 things you can observe in the picture?
Example: I observe grass and trees on the
mountain tops
2. Hypothesis
What do you think will happen?
Speculative guess that has yet to be
tested.
A prediction is an assumption one makes
based off what they have observed.
Stated in a If
Then statement.
Must be testable. Always ask yourself. Is
this testable?
Practice Predicting
Predict 3 things that might happen in
theExample:
picture
.
I predict
the grass and trees will expand to the
other mountain tops if they get enough rain.
hypothesis
Using one of your observations + predictions
forms a testable hypothesis.
Example: If there is more than 20 inches of rain a year
then an additional 20 feet of grass and trees will cover the
mountain tops.
Hypothesis Vs. Theory
A hypothesis attempts to
answer questions by putting
forth a plausible explanation
that has yet to be rigorously
tested.
A theory, on the other hand,
has already undergone
extensive testing by various
scientists and is generally
accepted as being an accurate
explanation of an observation
but not proven. (example:
Big Bang Theory)
3. Test with a experiment
 How will you test your hypothesis.
 Develop a procedure for experimentation
incorporate safety procedure
-Test with variables
1. Independent variable-what you control (The
If)
2. Dependent variable- is what will be measured.
What the investigator thinks will be affected
during the experiment (The Then).
3. Controlled variable-extraneous factors
(unrelated), possibly affecting the experiment
must be kept constant.
independent and dependent
variable in a hypothesis
 Example: If there is more than 20 inches of rain then
an additional 20 feet of grass and trees will cover the
mountain tops.
 Identify the independent variable.
If there is more than 20 inches of rain
 Identify the dependent variable.
Then an additional 20 feet of mountain tops will be covered with gra
It is being measured
 Identify a control.
cover a portion of the
mountain that gets no rain.
when testing an
experiment.
1. Need multiple samples
2. Combine data from multiple trials
3. Peer review (Can someone else follow
your procedures and get same results.
4. Analyze results/Data:
Data can be qualitative or quantitative
 Qualitative-Deals with descriptions. Data
that can be observed but not measured.
Qualitative → Quality Some friendly red ants
 Quantitative-Deals with numbers. Data
which can be measured.
Quantitative → Quantity
12 red ants
Using the illustration practice
identifying qualitative and
quantitative
Practice quantitative vs. qualitative
(example the picture is
Quantitative-list three
10in x 14 in
Qualitative-list three
(example the picture has blues, greens, and brown colors)
Analyze results and Data
 3 Types of graphs
1. Bar graph-useful in comparing information gathered
by counting
2. Pie graph-Shows a fixed quantity. Is broken down
into parts. Also show a percent(%) that will equal
100.
-How to calculate percent. Take the total # divided by
amount multiplied by 100 (class practice).
3. Line graph-Show a relationship between variables
over time (independent vs. dependent)
Why Analyze results/Data
 To see if the result of the
M
experiment support or
D
refute the hypothesis.
I
R
 What can you infer
(inference) from the data Y L
E
 MIX manipulative
independent x-axis
S
 DRY dependent
responsive y-axis
20
18
16
14
12
10
8
6
4
2
0
growth of
grass and trees
0
inches
10
inches
MIX
Inference
What do you think the picture or graph is
based on using your observations and what you
already know.
-My observation: a lot of green grass and trees.
-What I already know: trees and grass require water to
grow and stay green.
Example: I infer that this area gets an abundance of
rain because of the bright green vegetation
Graphing Practice
1. Identify the 3 graphs as
pie,
line, or bar.
2. Identify the independent and
dependent variable on the line and
bar graphs.
3. What percentage of Americans
enjoy romance movies?
4. What can you infer from the
line graph?
5. Draw conclusions
Did the data support
the hypothesis?
 If there is more than 20
inches of rain then an
additional 10 miles of grass
and trees will cover the
mountain tops.
If yes move forward
If no must reconstruct hypothesis.
M 20
18
D I
R
L
Y
E
S
16
14
12
10
8
6
4
2
0
growth of
grass and trees
0
inches
10
inches
MIX
Does the graph support my hypoth
YES
6. Communicate Results
Presented in the form of a lab report.
Summarizes the important parts of your
experiment and the results.
Share your results with others. So others
can replicate the experiment and expand
on it.
Lab Report Template
Title:
* a brief, concise, yet descriptive title
Statement of the Problem:
* What question(s) are you trying to answer?
* Include any preliminary observations or background information about the subject
Hypothesis:
* Write a possible solution for the problem.
* Make sure this possible solution is a complete sentence.
* Make sure the statement is testable.
Materials:
* Make a list of ALL items used in the lab.
Procedure:
* Write a paragraph (complete sentences) which explains what you did in the lab.
* Your procedure should be written so that anyone else could repeat the experiment.
Results (Data):
* This section should include any data tables, observations, or additional notes you make
during the lab.
* You may attach a separate sheet(s) if necessary.
* All tables, graphs and charts should be labeled appropriately
Conclusions:
* Accept or reject your hypothesis.
* EXPLAIN why you accepted or rejected your hypothesis using data from the lab.
* Include a summary of the data - averages, highest, lowest..etc to help the reader
understand your results
* List one thing you learned and describe how it applies to a real-life situation.
*Discuss possible errors that could have occurred in the collection of the data
(experimental errors)