Description
A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.
B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method ."
C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge.
D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes but also in its questions and explanations.

• SC.6.N.1.1
• Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
• SC.6.N.1.2
• Explain why scientific investigations should be replicable.
• SC.6.N.1.3
• Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each.
• SC.6.N.1.4
• Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
• SC.6.N.1.5
• Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence.

RECOGNIZE THE
PROBLEM
• Know what you are trying to figure out.
• Make sure it is something testable.
RESEARCH THE
PROBLEM
• Use computers, books, and newspapers.
• Know what other scientists say about the problem.

FORM A
HYPOTHESIS
• Have an educated guess about what you think the outcome of the experiment should be.
– This is a guess; it is ok if at the end it is wrong.
DESIGN AN
EXPERIMENT
• Choose your materials.
• Choose your variables.

PERFORM THE
EXPERIMENT
• Collect the data.
• Repeat multiple times.
– Replication
• In order to assert that a natural phenomenon is experimentally demonstrable we need, not an isolated record, but a reliable method of procedure. In relation to the test of significance we may say that a phenomenon is experimentally demonstrable when we know how to conduct an experiment which will rarely fail to give us a statistically significant result.
– R.A. Fisher, The Design of Experiments
• Replication is a very important part of the scientific method.
• Experiments must be replicable by other people.
• If a scientists wants their findings to be viewed, some other person must be able to do the same experiments to see if he/she comes up with the same results.

ANALYZE THE DATA
• Create charts and graphs to organize findings.
• Look for similarities and differences in the information you gathered.
CONCLUSION
• Summarize your findings.
• Compare findings to original hypothesis.
• If someone else does the same exact experiment, but gets a different result, the experiment should be repeated multiple times to confirm the data.

KNOWLEDGE CHECK
• Zelda decided to see if some breeds of dogs learn behavior faster then others. She used her St.
Bernard, and asked her neighbors if she could borrow a Poodle, German
Shepherd, Chihuahua, and a Fox Terrier for an hour each. In the basement of her home, she taught them to sit and then to shake hands, using “Dawg
Treats” as a reward. She repeated her “lessons” to each dog two times.
1. What is the problem of her experiment?
2. Why did Zelda repeat her experiment twice?
3. What are the constants in her experiment?

KNOWLEDGE CHECK
• Zelda decided to see if some breeds of dogs learn behavior faster then others. She used her St.
Bernard, and asked her neighbors if she could borrow a Poodle, German
Shepherd, Chihuahua, and a Fox Terrier for an hour each. In the basement of her home, she taught them to sit and then to shake hands, using “Dawg
Treats” as a reward. She repeated her “lessons” to each dog two times.
1.
What is the problem of her experiment? She wanted to see if some breeds of dogs learn behavior faster then others.
2.
Why did Zelda repeat her experiment twice? In order to validate her results, Zelda did the experiment twice.
3.
What are the constants in her experiment? Same location. Same type of treats.
Same tricks taught.

SCIENTIFIC METHOD
PROBLEM/QUESTION
• John wants to know what makes bread rise.
• John wonders if the amount of sugar used in the recipe will affect the size of the bread loaf?
RESEARCH
• John researches the areas of baking and fermentation and tries to come up with a way to test his question.

SCIENTIFIC METHOD
HYPOTHESIS
•“If more sugar is added, then the bread will rise higher.”
EXPERIMENT
• John writes out his procedure for his experiment along with a materials list in his journal.
• Independent Variable:
Amount of sugar
• Dependent Variable: Size of the loaf of bread.
• Constants: bread recipe, oven used, rise time, brand of ingredients, cooking time.

SCIENTIFIC METHOD
DATA: Size of Bread
Loaf (cm 3 )
CONCLUSION amt of
Sugar
(g.)
1 2 3 Avera ge • John rejects his
Size
(cm 3 ) hypothesis but
25 768 744 761 758 decides to re-test using sugar
50 1296 1188 1296 1260 amounts between
50g. and 100g.
100 1188 1080 1080 1116
672 576 588 612 250
432 504 360 432 500

PROBLEM SOLVING
– Making observations
– Research
– Experimenting
– Creating models
• Although the Scientific Method is a tailored process, not every problem is solved using the system.

PROBLEM SOLVING
• Sometimes looking around you and keeping a log can help answer questions you may have.
• Pro’s : Easy, simple, cost effective
• Con’s : Conflicting viewpoints may occur because we all see the world differently. We all have beliefs, biases, and perceptions that cause us to view things the way we do.
• If a scientist has a question, he/she may turned to books, magazines, encyclopedias, or the computer.
• Pro’s : Cost effective, easy access
• Con’s : Unfortunately not everything published is reliable, especially on the internet. Caution is needed.

PROBLEM SOLVING
• To answer a question, an experiment may helpful.
• Your experiment must be something you can repeat to get accurate answers.
• Pro’s : First hand results.
• Con’s : Can be costly, may need specialized equipment/room
• To help demonstrate a problem or a way to solve it, models can be built.
• Pro’s : Hands on, reallife application
• Con’s : May take a long time to build and adjust.
Materials may be hard to find or costly.

KNOWLEDGE CHECK

KNOWLEDGE CHECK
• List 3 ways, other then scientific method, that scientists can use in order to solve problems.
List a pro and con for each.
1.
Observation: Pro – easy access; Con –
Bias opinions
2.
Research: Pro – experimenting has already been done; Con – Not always reliable, especially the internet
3.
Models: Pro – hands-on problem solving;
Con – money, materials

CREATIVITY
• Sometimes people just do not understand what is being explained in science.
• This is true especially when ideas and theories can not be experimented on first hand.
EXAMPLES:
– We cannot show a star/planet in the classroom.
– We cannot demonstrate
Newton’s 1 st law since friction is always present.

CREATIVITY
• Scientists must sometimes become very creative in ways they present their information.
• If information is not conveyed in a logical manner, students may not believe.
• Science is in a way another form of art.
– It is the art of observation and interpretation.
• Scientists must continually evaluate and sometimes rethink their ideas.
• Sometimes it is necessary to abandon old concepts for radically new ones.

– http://theory.uwinnipeg.ca/mod_tech
/node5.html

KNOWLEDGE CHECK

KNOWLEDGE CHECK
• Why is it important to be creative when describing scientific ideas? Sometimes we do not have the ability to show or do an experiment on a topic. Instead, students must believe what we say. The more creative our explanations are, the better understanding they will have.
• Give an example of a theory/law which cannot be
100% proven in a classroom setting
Newton’s 1 st law states objects in motion will remain on motion unless acted upon by an outside force. Since friction is always present on Earth, this cannot be demonstrated.